© 2001 The Ken Blanchard Companies. Her hakkı saklıdır. Kopya edilemez. V032702Welcome...

© 2001 The Ken Blanchard Companies. Her hakkı saklıdır. Kopya edilemez.• V032702

WelcomeWelcome

Situational LeadershipSituational Leadership®® II IITeaching OthersTeaching Others

Ken Blanchard • Patricia Zigarmi • Drea Zigarmi

© 2001 “The Ken Blanchard CompaniesTM”. Her hakkı saklıdır. Kopya edilemez.• Item #14363 • V032702San Diego 760 489-5005/800 728-6000 • London 44 208 540 5404 • Toronto 905 568-2678/800 665-5023

www.kenblanchard.com

YÖNETİM GELİŞTİRME MERKEZİ – “Blanchard International” Türkiye Çözüm OrtağıBarbaros Bulvarı No: 50 Manolya Apt. D:2 34349 Balmumcu – İstanbul

Tel: +90 (212) 274 88 48-49 pbx Fax: +90 (212) 274 46 78www.kenblanchard.com - www.blanchard.com.tr

e-mail: [email protected]


The Purposes of The Purposes of Situational LeadershipSituational Leadership®® II II

1.Open up communication—increase the frequency and quality of conversations about performance and development between you and the people you work with

2. Help others develop competence and commitment

3. Teach others how to provide their own direction and support

4.Value and honor differences


The Core Competencies The Core Competencies of a Situational Leaderof a Situational Leader

DiagnosisIdentify characteristics and needs of four levels of development, determine needs for direction and support

FlexibilityThe ability to use a variety of leadership styles comfortably

Partnering for PerformanceReaching agreements with peopleabout their development level and the leadership style needed to help them achieve individual and organization goals.


Development Level Development Level ParametersParameters

CompetenceCompetence

Demonstrated knowl. & skills

Transferable knowl. & skills

Demonstrated knowl. & skills

Transferable knowl. & skills

CommitmentCommitment

Motivation related to the goal/task

Confidence related to the ability to

perform the goal/task

Motivation related to the goal/task

Confidence related to the ability to

perform the goal/task

“Development Level” is goal or task specific!“Development Level” is goal or task specific!


G4The Self-Reliant

Achiever

High Competence

- -High

Commitment

The Four Development The Four Development LevelsLevels

G1The

Enthusiastic Beginner

Low Competence

- -High

Commitment

G2The Disillusioned

Learner

Low to some Competence

- -Low

Commitment

G3 The Capable, but

Cautious, Performer

Moderate to high Competence

- -Variable

Commitment


Development Level DescriptorsDevelopment Level Descriptors

DD33• Self-critical• Cautious• Doubtful• Capable• Contributing• Insecure• Tentative/unsure• Bored/apathetic

DD44• Justifiably confident• Consistently competent• Inspired/inspires others• Expert• Autonomous• Self-assured• Accomplished• Self-reliant/self-directed

DD22• Overwhelmed• Confused• Demotivated• Demoralized• Frustrated• Disillusioned• Discouraged• Flashes of competence

DD11• Hopeful• Inexperienced• Curious• New/unskilled• Optimistic• Excited• Eager• Enthusiastic


Diagnosis of Development Diagnosis of Development LevelLevel

D4The Self-Reliant

Achiever

D3The Capable, but

Cautious, Performer

D2The Disillusioned

Learner

D1The Enthusiastic

Beginner

• Recognized by others as an expert

• Consistently competetnt; justifiably confident

• Trusts own ability to work independently; self assured

• Inspired; inspires others

• Proactive; may be asked to do too much

• Is generally self-directed but needs opportunities to test ideas with others

• Sometimes hesitant, unsure tentative

• Not always confident; self critical; may need help in looking at skills objectively

• Makes productive contributions

• Has some knowledge and skills; not competent yet

• Frustrated; may be ready to quit

• Discouraged, overhelmed, confused

• Developing and learning; needs reassurance that mistakes are the part of the learning process

• Unreliable, inconsistent

• New to the task or goal; inexperienced

• Eager to learn; willing to take direction

• Enthusiastic, excited, optimistic

• Don’t know what they don’t know, so they may do the wrong thingr

• Confidence based on hopes and transferable skills, not reality


The Five Key Diagnosis QuestionsThe Five Key Diagnosis Questions

1.What is the specific goal or task?

2.How strong or good are the individual’s demonstrated task knowledge and skills?

3.How strong or good are the individual’stransferable skills?

4.How motivated, interested, or enthusiastic is the individual?

5.How confident/self-assured is the individual?


Model for DiagnosingModel for DiagnosingDevelopment LevelDevelopment Level


Key PointKey Point

Development Level is goal or

task specific

Diagnosis of Development Diagnosis of Development LevelLevel


Basic Leadership BehaviorsBasic Leadership Behaviors

Directive BehaviorTell and show an individual what to do, when and how to do it; and give frequent feedback on the results

Supportive BehaviorListen, facilitate, help self reliant problem solving, encourage, appraise and involve the individual in decision making


Four Leadership StylesFour Leadership Styles

S3S3 Stil 3 – Supporting

Low Directive &High Supportive Behavior

S2S2 Stil 2 - Coaching

High Directive &High Supportive Behavior

S4S4 Stil 4 - Delegating

Low Directive & Low Supportive Behavior

S1S1 Stil 1 - Directive

High Directive &Low Supportive Behavior


Style DescriptorsStyle Descriptors

SS33 - Supporting- Supporting• Asking/listening• Reassuring• Facilitating self-reliant

problem solving• Collaborating• Encouraging feedback• Appreciating

SS44 – Delegating– Delegating• Allowing/trusting• Confirming• Empowering• Affirming• Acknowledging• Challenging

SS22 - Coaching- Coaching • Exploring/asking• Explaining/clarifying• Redirecting• Sharing feedback• Encouraging• Praising

SS11 – Directing– Directing• Defining• Planning/prioritizing• Orienting• Teaching/showing and telling

how• Checking/monitoring• Giving feedback


Four Leadership StylesFour Leadership Styles


Common Common Leader BehaviorLeader Behaviorss

In all four styles, the leader

• Makes sure goals and expectations are clear

• Observes and monitors performance

• Gives feedback


The SLIIThe SLII®® Model Model

The goal is a Match

S1 D1S2 D2S3 D3S4 D4

Over time, with a match, individuals

learn to provide their own direction and

support


The SLIIThe SLII®® Model Model

The goal is a Match

OversupervisionS1/S2 D3/D4

UndersupervisionS3/S4 D1/D2

Both oversupervision & undersupervision

gives the same result:Decrease in Motivation


Please click on the picture.


PartneringPartnering for Performance for Performance

Steps• Get agreement on the “SMART” goals

• Get agreement on diagnosis of Development Level and needs regarding these goals

• Get agreement on appropriate leadership style and behaviors for each goal

• Get agreement on how and how often you will stay in touch


We are here for your We are here for your success!success!

© 2001 The Ken Blanchard Companies. Her hakkı saklıdır. Kopya edilemez. V032702Welcome...

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