Situational Leadership Theory Background
Situational leadership is a contingency model that was developed in 1982 by Paul Hersey and Ken Blanchard. This model is based on matching one’s leadership style to the development level of the subordinate (Farmer, 2006). A situational leader’s core competencies are in diagnosing the follower’s readiness level, remaining flexible and cognizant of shifts in readiness levels and partnering for performance with colleagues (Farmer, 2007). A follower’s readiness level is determined by assessing factors such as their degree of education and skills, experience, self-confidence, motivation and work attitudes (Daft, 2008). According to situational theory, a leader can adopt one of four leadership styles that involve varying levels of directive (task-oriented) and supportive (relationship-oriented) behavior based on the follower’s situation and maturity level (Fisher, 2009). In this circumstance, our leader will be the mentor and our follower the mentee.
Immature mentees, who lack willingness and ability, are best led with a ‘telling’ manner whereby mentors instruct mentees and supervise them closely; this approach places high emphasis on task completion and a low emphasis on relationships.
The most mature mentees, who have both the willingness and the skill, are best managed with a ‘delegating’ style. The delegating style places low emphasis on both task and relationship behavior (Fisher, 2009). Table A1 further summarizes the four possible developmental levels of followers and associated leadership styles.
Mentor Leadership Style
Each mentor – mentee relationship will obviously be unique. The importance of knowing your partner and their unique strengths, limitations and needs should not be undermined. Some first-time adult students will enter their online graduate studies having sound typing and technological skills. While for others, this may be their first experience working in the online environment. The mentor’s goal in the relationship is to offer support and guidance to facilitate the mentee’s successful adaptation to online learning. One of the mentor’s first tasks in developing the relationship will be to assess the mentee’s developmental level, taking into consideration their level of competence and commitment.
In the first stages of the mentor-mentee relationship, a selling style may be the most applicable. One would presume that newly accepted adult graduate students are motivated to succeed in their pursuit of a graduate degree. The mentee will also have some of the skills required to succeed based on completion of an undergraduate degree. Understandably, the mentee may be lacking confidence as a first time student in the online world and require assistance with concepts that are new. The selling style places high emphasis on task direction as well as relationship building. Mentors assist using the selling style by coaching, providing encouragement, asking for input and providing direction for task completion. As time goes on, it will be important for mentors to continue to assess the mentee's developmental level and adjust their leadership style accordingly.
A ‘participating’ style is utilized for mentees who lack willingness or confidence but have ability; this style places high emphasis on relationships and less emphasis on task behaviors.
Mentees who are motivated but lack some ability are best directed with a ‘selling’ style that places high emphasis on both tasks and relationships.
Table 1: Follower Developmental Level and Associated Leadership Style
Developmental Level | Follower Level of Competence and Commitment | Follower Description | Leader Level of Direction and Support | Description of Leader Style |
4 | High Competence and High Commitment | Experienced, skilled at the job, motivated and confident in their abilities. | Low Directive and Low Supportive Behavior | Delegating: Leaders agree with followers about what needs to be done but then reduce their involvement in planning and support. |
3 | High Competence and Variable Commitment | Experienced and capable but lacking some confidence or motivation. | Low Directive and High Supportive Behavior | Participating: Leaders listen, praise, ask for input, give feedback, facilitate decision-making and entrust some decision-making to their followers. |
2 | Some Competence and Variable Commitment | Some relevant skills but will require help; the task or situation may be new to them. | High Directive and High Supportive Behavior | Selling: Leaders coach, give encouragement, ask for input and provide direction for task completion. |
1 | Low Competence and Low Commitment | Lacking specific skills required for the job and lacking confidence and motivation to tackle it. | High Directive and Low Supportive Behavior | Telling: Leaders instruct and supervise closely. |
