Sheena
Mae P. Palaspas
Divine World College of Laoag, Ilocos Norte, Philippines
Abstract
As Albert Einstein once said, “the measure of intelligence is the ability to change”. This is all too relevant in all organizations because if you are not changing, you are not growing. In the beginning, leadership style was only limited in two extremes: the autocratic (directive) style and the democratic (supportive) style. Autocratic leaders used position power and their authority to get results while democratic leaders used personal resources (power) and involved others in participative problem-solving and decision-making (Anonymous, 2014). But in modern times, the mode of business, culture exchange, and communication have been improved and developed, which then changed the corporate world and all organizations at a very fast pace.
The emergence of people from different backgrounds, cultures, and nature into a
single platform increases the need for leader-managers to be fully engaged to
handle diverse criticalities in every situation. Thus, the leader-managers need
to know the importance of being able to choose and adopt certain leadership
styles to be adept with all kinds of changes and be able to maintain job
satisfaction, influence, and growth that is needed by every employee in the
organization. This article discusses
the definition of situational leadership, a brief discussion on the description
of the different situational theories of leadership, and focuses on achieving leadership
flexibility.
Keywords: leadership, situation, situational leadership theory, flexibility
Situational leadership is a leadership theory that merges both directive and supportive dimensions, and each of these dimensions is needed to be applied correctly in a given situation. Leaders operating under the situational leadership theory have to assess their employees by evaluating their commitment to accomplish a certain task. (Ghazzawi, K., Shoughari, R.E., Osta, B.E., 2017). Situational leadership means that leaders have to change the degree of supportiveness and directness to their employees according to the given situation of subordinates and their level of motivation. This type of leadership demands that leaders vary their behavior and leadership style according to their subordinate’s commitment (Kindle, 2009). Situational leadership is a mixture of task behavior, worker commitment, and relation behavior. A situational leader tries to discover the characteristics of his follower to know which leadership style to use (Farmer, 2012)
Psychologists assumed that there is no optimal profile for a leader that exists, and no leader got the same characteristics as others. Therefore, different situations should be handled differently since every situation has its characteristic (Milternberger, 2011). Today’s leaders can no longer lead solely based on positional power but it is now dependent on the diversity of a given situation. Leadership is directly affecting the behaviors of communities, groups, and followers. Many theories evolved, giving birth to the different styles of leadership, and each one of these styles leads to a distinct behavior inside the organization.
Situational Leadership
Models
The situational theories put emphasis
not only on the personal qualities or traits of a leader but also on the
situation in which he operates. A good leader is the one who molds himself
according to the needs of a given situation. The following theories have been
developed to recognize the situational aspects of leadership. Each theory
attempts to provide an analysis of how leadership can be most successful in
various situations.
A.
Fiedler’s
Contingency Model:
Fiedler’s theory assumes leaders are
predisposed to a particular set of leadership behaviors. Leaders are either
task-oriented or relationship-oriented. Task-oriented leaders are directive,
structured in all types of situations, sets deadlines, and focuses on making
task assignments. While relationship-oriented leaders focus on people, they are
considerate and are not strongly directive (Sinha, K. (2004).
Fiedler suggested that three major situational variables determine
whether a given situation is favorable to leaders and these are:
1.
Leader-member relations: Refers to the personal relations
with the members of their group. Leader-member relations describe the quality
of the relationship between subordinates and the leader. This dimension
includes the amount of trust between the leader and the subordinates and
whether the leader is liked and respected by the subordinates or not.
2.
Task structure: Refers to the degree of structure in the task
that their group has been assigned to perform. Task Structure describes the
extent to which the work is well defined and standardized or ambiguous and
vague. When the task structure is high, the work is predictable and can be
planned. A low task structure describes an ambiguous situation with changing
circumstances and unpredictable events.
3.
Position power: Refers to the power and authority that their
position provides. Position Power refers to the formal authority of the leader.
A situation with high position power lets the leader hire people and directly
reward or punish behavior. A leader with low position power cannot take such
actions. In the latter situation, policies may constrain the leader from using
any rewards or punishments.
Fiedler defined the favorableness of
a situation as “the degree to which the situation enables the leader to exert
influence over the group.” The most favorable situation for leaders to
influence their groups is one in which they are well-liked by the members (good
leader-member relations), have a powerful position (strong position power), and
are directing a well-defined job (high task structure). On the other hand, the
most unfavorable situation for leaders is one in which they are disliked, have
little position power, and face an unstructured task. (Chand, S., 2020).
B.
Hersey-Blanchard
Situational Model:
This model is based on any empirical
studies of Hersey and Blanchard that the leader has to match his style with the
needs of maturity of subordinates which moves in stages and has a cycle
(Cherry, K., 2019). This model is also known as life cycle theory of leadership
and is based on interaction among three factors or variables:
1.
Task Behavior: refers to the extent to which
leaders are likely to organize and define the roles of the members of their
group and to explain what activities each is to do and when, where and how
tasks are to be accomplished, characterized by endeavoring to establish well-defined
patterns of organization and ways of getting jobs accomplished.
2.
Relationship Behavior: Refers to the extent to
which leaders are likely to maintain personal relationships between themselves
and members of their group by opening up channels of communication providing
socio-emotional support, active listening, and psychological strokes and
facilitating the behavior.
3.
Maturity Level: Maturity is the capacity to set high
but attainable goals plus the willingness and ability to take responsibility
and to use education and/or experience. Ability refers to the knowledge and
skills of an individual to do the job and is called Job Maturity. Willingness
refers to psychological maturity and has much to do with the confidence and
commitment of the individual. People tend to have varying levels of maturity
depending upon the specific task, function, or objective that they are
attempting to accomplish.
These are defined as the four stages of
followers’ readiness(R):
1.
R1 – People are both unable
and either unwilling or too insecure to take responsibility to do something.
They are neither competent nor confident.
2.
R2 – People are unable but
willing to do the necessary tasks. They are motivated but currently lack
appropriate skills.
3.
R3 – People are able but
unwilling or are too apprehensive to do what the leader wants.
4.
R4 – People are both able and
willing to do what is asked of them. They are at a very high level of maturity.
According to Hersey and Blanchard, as
the level of subordinate maturity increases in terms of accomplishing a the specific task, the leader should begin to reduce task behavior and increase
relationship behavior. As the subordinate moves into the above-average level of
maturity, the leader should decrease both task and relationship behavior. At
this level of maturity, there is a reduction of close supervision and an
increase in the delegation as an indication of trust and confidence.
The theory indicates that effective
leadership should shift as follows:
Ø Stage I → High task and
low relationship behavior.
Ø Stage II → High task and
high relationship behavior.
Ø Stage III → High
relationship and low task behavior.
Ø Stage IV → Low task and
low relationship behavior.
Thus, to be effective, the manager’s
style must be appropriate for each maturity level to his subordinates. According to the levels of maturity of
subordinates, there are four styles’ of leadership:
1.
Telling Style (specific guidance and close
supervision): Telling style emphasizes directive behavior. It is the high task
and low relationship behavior stage, where the subordinates have low maturity
i.e. neither they can do nor they are willing to do. These leaders make
decisions and communicate them to others. They create roles and objectives and
expect others to accept them. Communication is usually one way. This style is
most effective in a disaster or when repetitive results are required.
2.
Selling Style (explaining and persuading): In the second stage, which is marked by high
task and high relationship behavior, subordinates require both supportive and
directive behavior. Selling leadership style is appropriate for subordinates of
moderate maturity i.e. high willingness but lack of ability. These leaders may
create the roles and objectives for others, but they are also open to
suggestions and opinions. They “sell” their ideas to others to gain
cooperation.
3.
Participating Style (sharing and facilitating):
In the third stage, participating style of leadership will be effective because
it is a high relationship and low task behavior stage. Subordinates, in this
stage, have high to moderate maturity i.e. who can do but lack the willingness
to do. Thus, a high external motivating force is needed to motivate such
subordinates. These leaders leave decisions to their followers. Although they
may participate in the decision-making process, the ultimate choice is left to
employees.
4.
Delegating Style (letting others do it): In
the fourth stage, of a low task and low relationship behavior, delegating style
of leadership is suitable. Subordinates in this stage are at a very high level
of maturity, i.e. they have the ability as well as a willingness to work. Thus,
they hardly require any leadership support. These leaders are responsible for
their teams, but provide minimum guidance to workers or help to solve problems.
They may be asked from time to time to help with decision-making.
Hersey-Blanchard’s model is simple
and appealing. It helps the managers to determine what they should do and in
what circumstances. This model has provided a training ground for developing
people in organizations.
C. House’s Path-Goal Theory:
Path-goal theory sees the leader’s
role is one reason that is affecting a subordinate’s motivation to reach the
desired goals. It states that a leader’s job is to create a work environment
(through the structure, support, and rewards) that helps employees reach organizational
goals. Two major roles involved are: to create a goal orientation and to improve
the path towards the goal.
According to this theory, leaders are
effective because of their impact on (followers’) motivation, ability to
perform effectively, and satisfactions. The theory is called Path-Goal because
its major concern is how the leader influences the (followers’) perceptions of
their work goals, personal goals, and paths to goals attainment. The theory
suggests that a leader’s behavior is motivating or satisfying to the degree
that the behavior increases (followers’) goal attainment and clarifies the
paths to these goals (Sinha, K. (2004).
Path-goal theory proposed the following four leader behaviors.
1.
Directive: Directive leader behavior focuses on
what must be done when it must be done and how it must be done. This behavior
clarifies performance expectations and the role of each subordinate in the workgroup.
2.
Supportive: Supportive leader behavior includes
concern for subordinates as people and the needs they are trying to satisfy.
Supportive leaders are open, warm, friendly, and approachable.
3.
Participative: Participative leader behavior
includes consultation with subordinates and serious consideration of subordinates’
ideas before making decisions.
4.
Achievement-Oriented: Achievement-oriented
leader behavior emphasizes excellence in subordinate performance and
improvements in performance. An achievement-oriented leader sets high-performance
goals and shows confidence in peoples’ abilities to reach those goals.
Each of the above leadership styles
works well in some situations but not in others. While exercising leadership
styles the leader must consider two groups of situational
variables-characteristics of subordinates and work environment.
Characteristics of Subordinates:
Subordinate characteristics are one
set of situational variables that moderate the relationship between leader
behavior and the outcome variables of subordinate satisfaction and effort.
Personal characteristics of employees partially determine how they will react
to a leader’s behavior. For example, internally oriented employees, who believe
they can control their behaviors, prefer a supportive leader. But externally
oriented employees, on the other hand, prefer a directive leader as they
believe that fate controls their behavior. Finally, individuals who feel that
they have high levels of task-related abilities may not respond well to
directive leader behavior. Instead, they may prefer an achievement-oriented
style of leadership.
Characteristics of Work Environment:
Three broad aspects
are considered in the work environment:
1.
Subordinates task-structured or unstructured,
2.
Formal authority system and
3.
Primary work group-its characteristics and stage of
development.
These aspects of the work environment
influence subordinate’s behavior concerning a particular leadership style. If
the subordinates are working on a highly unstructured job characterized by a high
degree of ambiguity in roles, they will require directive leadership behavior.
Subordinates working in a low ambiguity situation can see what must be done and
how to do the task. Directive leadership in this case will be redundant; rather
it could reduce satisfaction and motivation. A better leadership style in this
situation will be supportive.
Thus, the theory proposes that there
is nothing like the best leadership style appropriate in all situations.
Appropriate style is one that helps the subordinates cope with the
environmental ambiguity. A leader who can reduce uncertainties of the task and
sets clear paths is considered to be satisfying because he increases the
expectations of the subordinates that their efforts will lead to desired
results.
D.
Vroom-Yetton
and Jago’s Contingency Model:
The contingency model developed by
Victor Vroom and Phillip Yetton is based on a model commonly used by
researchers who take a contingency approach to leadership. Vroom and Yetton
were later joined by Arther Jago in the development of this model which
emphasizes the role played by leaders in making decisions.
The model focuses on the degree to
which employees should be allowed to participate in decisions. Three factors that
are to be considered for this purpose are decision quality, decision acceptance
and decision timing (Jago, A.G., Vroom, V.H., 2007).
1.
Quality of a decision is highest when the best alternative is
chosen, independent of the effects that may be associated with the necessity
that the decision is accepted by subordinates.
2.
Decision acceptance is important whenever a decision has
implications for subordinates’ work motivation and whenever a decision must be
implemented by subordinates.
3.
Decision timing plays an important role whenever timing uses
constraints on decisions.
The Vroom-Yetton model is based on
the assumption that situational variables interacting with personal attributes
or characteristics of the leader result in leader behavior that can affect
organizational effectiveness. According to Vroom Vetten and Jago model leaders
with multiple subordinates have five basic decision styles available:
1.
AI. The leader makes the decision
or solves the problem himself, using information available to him at the time.
2.
All. The leader obtains the information
from his subordinates, then decide on the solution to the problem himself. The
subordinates act only as of the information source. They may not be told what
the problem is while getting information from them.
3.
CI. The leader shares the problem
with the subordinates individually, getting their ideas and suggestions without
bringing them together as a group. Then he makes the decision that may or may
not reflect the influence of the subordinate.
4.
CII. The problem is shared with the
subordinates as a group, collectively obtaining the ideas and suggestions.
Then, the leader makes the decision that may or may not reflect the group’s
influence.
5.
GII. The leader and subordinates
meet as a group to discuss the problem, and the group makes the decision. The
manager accepts and implements any solution which has the support of the entire
group.
The Vroom-Vetten-Jago-decision model
of leadership provides the leader with, in effect, a decision tree to help him
choose an effective decision-making style. The decision process involves
answering a lot of questions about the nature of the problem. After working his
way through the decision tree, the leader selects the style that is most
appropriate for the situation. The following
questions relating to the problem attributes include:
a.
Is there a quality requirement such that one situation is
likely to be more rational than another? (Quality
Requirement)
b.
Does the leader have sufficient information to make a high-quality
decision? (Leader’s information)
c.
Is the problem structured? (Problem structure)
d.
Is acceptance of the leader’s decision by the subordinates
critical to effective implementation? (Commitment
requirements)
e.
If the leader were to decide by himself, will it be accepted
by the subordinates? (Commitment probability)
f.
Do subordinates’ share the organizational goals to be
obtained in solving the problem? (Goal
congruence)
g.
Does conflict among subordinates likely to occur in preferred
solutions? (Subordinate conflict)
Despite some criticisms and limitations of these situational leadership theories, we cannot deny that it has made a significant contribution to the present leadership approaches. From these leadership models and styles, we can say that there is no absolute model that can be used in an organization because every employee in an organization is diverse and each needs a different form of management and leadership style to be applied to bring out the best in them
The difference between situational leadership and other leadership styles is that situational leadership incorporates many different techniques. The style of choice depends upon the organization’s environment and the competence and commitment of its followers. Thus, leaders must weigh many variables in their workplace and choose the leadership style that best fits their goals and circumstances.
Flexibility in Leadership
Flexibility
is an increasingly important trait in a rapidly changing economic and social
environment. Flexible leaders are those who can modify their style or approach
to leadership in response to uncertain or unpredictable circumstances (Anderson, B. 2011). Besides, flexible leaders can adapt to changes as they
come. They can revise their plans to incorporate innovations and overcome
challenges, while still achieving their goals. Flexibility is not only about
surviving and thriving in new situations. Adaptable leaders can also
implement new behaviors into old, existing situations. This allows them to
express creativity in their work and find new ways to solve problems.
Flexibility is the willingness to try new behaviors, regardless of whether one
is currently undergoing a time of change in their company (Yukl, G. & Mahsud,
R. 2010).
Concerning this, we can say that situational leadership is
more of a flexible leadership approach. It is a relationship-oriented
leadership and bases the directives of the leader on the ability and readiness
of the followers. To get through the situation, the leader must develop a good
relationship or rapport with the team members so that he can understand their
state of mind when receiving directions for the tasks they need to complete.
Situational leadership also evaluates the maturity levels of the people within
the organization as well as the tasks they are set and their level of
competency (World, T.E. 2019). It would be suicide to introduce a novice and
let them get on with a highly complicated task that requires years of training
to become competent in. This person would soon become unhappy, stressed, and demotivated.
In the same way, it will detriment the productivity and morale of a team member
who is so competent at a task that they can easily do it quickly, efficiently,
and competently, but they are still being micro-managed. This scenario will
lead to feelings from the individual of being stifled in development and not
trusted for every task given (Anonymous, 2016).
Furthermore, situational leadership involves right thinking
and right working in the situation prevailing with competency and commitment;
and in “doing” things right, turning around situations if necessary, and
obtaining better performance from people for results. In other words, he adopts various
developmental and supporting style, with flexibility and commitment, and
integrity in all kinds of situations.
With these, it is important to note that, being open to new behaviors is not enough to make an effective flexible leader in addressing a certain situation. Thus, leaders need to recognize first the situations in which their old behaviors are not working. Next, they need to decide how to approach the problem, including what new behaviors or approaches are feasible, and which will accomplish their goals within the restraints of their situation. Finally, once a new path is decided upon, flexible leaders need to be able to assess the current success and progress of their new behaviors and re-evaluate or further modify unsuccessful behaviors.
Flexibility is critical for effective leadership to take place. The critical thing to do is to lead and manage individuals effectively so they can work in harmony with the team and achieve the objectives set. It is also imperative for leaders to appropriately respond in the constantly evolving working environment and to sharpen their ability to determine which leadership style is needed to be applied to a specific scenario. This is where good leaders stand apart, they are the ones who assess and analyze the situation first and the behavior of employees before acting on it the way things need to be done.
Conclusion
Situational leadership can be used as a framework to give leaders the guidance that they need to coach their people throughout the performance coaching cycle. The discussed situational theories of leadership suggest that there is no ‘one size fits all’ style suited to every situation and there is no single leadership style that is the best (Heatley, S. 2018). Determining the best-suited type of leadership and strategies are dependent on the varying task and situation that is present. The most effective leaders are those that can adapt their style to the situation, collaborate available leadership styles, and look at the cues such as the type of task, the nature of the group, and other factors that might contribute to getting the job done. When choosing a leadership style, it is important to understand the different frameworks, so you can develop your way of becoming a flexible and effective leader.
A successful situation leader effectively partners with people within the organization. He set clear goals and can enlist the right support and advice from others. He builds teams and task-forces of people with commitment around him. Utilizing and building upon the human resources offering entrepreneurial skills and capabilities. Knowing that everyone has some peak performance potential, the leader needs to know where they are coming from and meets them there for results.
There are no good and bad leadership theories, but there are leadership styles that work best for certain situations, tasks, and people (Chris, J. 2015). To be an effective and flexible leader, regardless of one’s leadership approach or style that is adopted, one must be able to assess first the current situation properly, choose and apply the best style for the situation at hand and review and re-evaluate one’s choice continuously to address any loopholes in the current leadership style being used. Much like a chameleon that can quickly change their color to suit their surroundings to survive and thrive, a leader must be able to quickly change their style to suit their surroundings to influence and lead others. Successful leadership requires the ability to quickly make changes to lead in ways that work for their followers. To do this, leaders should use a multi-directional model to ensure they communicate effectively and adopt the right style of direction that a follower requires to complete any given task.
References
Anderson, B. (2011). Great
Leaders Are Flexible. Retrieved from
https://www.sigmaassessmentsystems.com/flexible-leader/. Retrieved on July 31, 2020.
GBS-Corporate. (2014).
What Is Situational Leadership? How Flexibility Leads to Success. Retrieved
from
https://www.gbscorporate.com/blog/situational-leadership-how-flexibility-leads-to-success.
Retrieved on August 1, 2020.
Educational Business.
(2016). Situational Leadership Theory: Providing Leadership through
Flexibility.
https://www.educational-business-articles.com/situational-leadership-theory/.
Retrieved on August 1, 2020.
Chand, S. (2020).
Situation leadership theory: a test from three perspectives. Retrieved from
https://www.yourarticlelibrary.com/leadership/situationalcontingency-approaches-to-leadership/28007.
Retrieved on August 8, 2020.
Cherry, K. (2019). The
Situational Theory of Leadership. Retrieved from https://www.verywellmind.com/what-is-the-situational-theory-of-leadership-2795321. Retrieved on August 8,
2020.
Chris, J. (2015). 6
Situational Leadership Style Examples. Retrieved from http://www.josephchris.com/6-situational-leadership-style-examples.
Retrieved on July 31, 2020.
Farmer, L. (2012).
Situational Leadership: A model for leading telecommuters. Journal of Nursing
Management.
Ghazzawi, K., Shoughari,
R.E., Osta, B.E., (2017). Situational Leadership and Its Effectiveness in
Rising Employees Productivity: A Study on North Lebanon Organization. Retrieved
from http://article.sapub.org/10.5923.j.hrmr.20170703.02.html. Retrieved on:
August 8, 2020
Heatley, S. (2018). What
is situational leadership and why is it hot right now?. Retrieved from
https://www.perkbox.com/uk/resources/blog/what-is-situational-leadership-and-why-is-it-hot-right-now.
Retrieved on July 31, 2020.
Jago, A.G., Vroom, V.H.,
(2007). The Role of the Situation in Leadership. Retrieved from
http://web.mit.edu/curhan/www/docs/Articles/15341_Readings/Leadership/Vroom_Jago_2007_The_role_of_the_situtation_in_leadership.pdf.
Retrieved on July 31, 2020.
Kindle. (2009).
Leadership: Theory and Practice. Kindle Edition.
Milternberger, R. (2004).
Behavior Modification Principles and Procedures. Behavior Modification. (p
74-150)
Sinha, K. (2004).
Situational Contingency Theory of Leadership (With Diagram). Retrieved from
https://www.yourarticlelibrary.com/leadership/situational-contingency-theory-of-leadership-with-diagram/64024.
Retrieved on August 8, 2020
World, T.E. (2019).
Situational Leadership and How Flexibility Leads to Success.
https://www.theenterpriseworld.com/situational-leadership-and-how-flexibility-leads-to-success/.
Retrieved on July 31, 2020.
Yukl,
G. & Mahsud, R. (2010). Why flexible and adaptive leadership is essential.
Consulting Psychology Journal: Practice and Research, 62(2), 81-93.