According to hersey and blanchard, which of the following denotes a participating leadership style?

Situational Leadership® is a common-sense, contingency-based leadership model that consists of four common leadership styles. Two points of clarification in that regard:

1. Unfortunately, “common sense” is anything but “common practice.”
2. “Contingency-based” basically means the correct answer to the question:
   1. “What is the best leadership style?”
   2. Answer: It depends!

A Situational Leader employs one of four leadership styles that provide him or her with the highest probability of success in every situation they encounter. Those situations are a function of the task that needs to be performed, in conjunction with the task-related ability and willingness of the follower identified to perform it. Based on the objective assessment of those parameters, and with the responsibility of successfully and effectively influencing the follower, the leader responds to the situation with one of four leadership styles. Those styles are operationally defined by Task/Directive Behavior and Relationship/Supportive Behavior:

• Task/Directive Behavior – the extent to which the leader tells the follower what to do, how to do it, where it needs to be done and when it needs to be completed
• Relationship/Supportive Behavior – the extent to which the leader engages in open dialog with the follower, actively listens and provides recognition/reinforcement for task-related progress

STYLE 1– TELLING, DIRECTING or GUIDING

• Style 1 or a telling leadership style, is characterized by the leader using moderate to high amounts of Task Behavior and moderate to low amounts of Relationship Behavior. The leader makes decisions surrounding the timely completion of the task and provides the follower with the benefit of his/her experience in that regard. The flow of communication is from the leader to the follower. Questions posed by the leader are typically focused on clarity (.e.g. “Do you have any questions on the instructions we’ve just reviewed?”).

Style 1 is a short-term approach intended to create movement. It aligns with followers who have limited (if any) experience or skill performing the task in question and (for whatever reason) are either insecure or unmotivated to try. Style 1 requires close supervision by the leader for the express purpose of identifying any signs of incremental progress (to be recognized by the leader in an effort to accelerate ongoing development).

STYLE 2 – SELLING, COACHING or EXPLAINING

• Style 2 or a selling leadership style, describes a leadership approach that is high on both Task and Relationship Behavior. The leader still maintains decision rights regarding what the follower needs to be doing, how they should be doing it and when it needs to be completed, but that structure is provided in combination with ample opportunity for discussion of why the task is important and where it fits into the overall scheme of operation. The leader also actively recognizes the enthusiasm, interest and commitment of the follower for learning and gaining task-related experience.

Style 2 is intended to create buy-in and understanding. It aligns with followers who have limited (if any) experience performing the task but exude both confidence and motivation toward the process of leader-driven skill development. Like Style 1, effective use of this approach depends upon direct observations by the leader, which fuel focused performance feedback discussions and increased dialog.

STYLE 3 – PARTICIPATING, FACILITATING or COLLABORATING

• Style 3 or a participating leadership style, is fundamentally different from Styles 1 and 2 in that it is “follower driven” as opposed to “leader driven.” As such, it depicts an approach that is high on Relationship Behavior but low on Task Behavior. In that context (and from the leader’s perspective), the follower has the ability to perform the task in question at a sustained and acceptable level but lacks either the confidence or the motivation/commitment to do so.

The objective of Style 3 is to create alignment. If the follower is developing, he/she might have demonstrated task proficiency but still have some degree of trepidation about performing it on their own. If the follower is regressing, they are aware they can effectively perform but have lost commitment, motivation (or both) to do so. Either way, the leader needs to discuss the follower’s willingness by asking open-ended questions intended to help the follower recognize the source of the performance challenge and generate a viable solution.

STYLE 4 – DELEGATING, EMPOWERING or MONITORING

• Style 4 or a delegating leadership style, is another “follower-driven” leadership approach that is characterized by low amounts of both Task and Relationship Behavior. The follower can perform the task at a sustained and acceptable level and is both confident and motivated to do so.

The intent of Style 4 is to create/enhance task mastery and autonomy. It aligns with followers that have significant experience performing the task at or above expectation, in combination with a level of intrinsic motivation that drives their ongoing commitment to excellence. The flow of communication with Style 4 is from the follower to the leader and is typically initiated by questions from the leader that feature significant degrees of freedom (e.g.  “From your perspective, what is working and what do we need to consider doing differently moving forward?”).

Based on your own experience as a leader (and as a follower), consider that the most inconsistent thing a leader can do is to treat everybody the same. A leader’s approach should be dictated by the nuances of each situation they encounter. Situational Leadership® is a practical, repeatable model that helps leaders do just that!

The Hersey-Blanchard model, also known as the Hersey-Blanchard Situational Leadership Theory, is a theory that advocates the existence of more than one optimum style of leadership. The model also addresses the relationship between leadership style and subordinate maturity. Maturity concerns the ability to orient one's actions and behavior toward the job requirements.

Back to: BUSINESS MANAGEMENT

How does the Hersey-Blanchard Situational Model Work?

The model came into being in the 1970s because of the combined efforts of academician Paul Hersey and leadership professional Ken Blanchard, both renowned authors as well. The Hersey-Blanchard model introduces the concept of "follower maturity" which is a measure of the capability and willingness of a group to perform a task under the guidance of a leader. This model empowers managers to adopt different leadership styles to suit the variable behavioral parameters of task and relationship. The Key aspects of the model are as follows:

• Leadership Style- Style is determined based upon:
  • Relational Behavior - This is the interpersonal relationship between leader and subordinate.
  • Task Behavior- This concerns the amount of direction provided by the leader to subordinates This relationship creates a matrix of:
    • Hi Relational - Hi Task
    • Hi Relational - Low Task
    • Low Relational - High Task
    • Low Relational - Low Task
• Subordinate Maturity - The subordinates skill and knowledge are called job maturity. The confidence and commitment of the subordinate to use this toward the accomplishment of work tasks is psychological maturity. This leads to the following matrix:
• • High Ability - High Willingness
  • High Ability - Low Willingness
  • Low Ability - High Willingness
  • Low Ability - Low Willingness.

The model then identifies four leadership styles that will correspond with these leader and subordinate attributes:

• Delegating - When the subordinate is hi-ability-hi-willingness, the leader must show low-task-low-relationship behavior.
• Participating - When the subordinate is hi-ability-low-willingness, the leader must show low-task-high-relationship behavior.
• Selling - When the subordinate is low-ability-hi-willingness, the leader must show high-task-high-relationship behavior.
• Telling - When the subordinate is low-ability-low-willingness, the leader must show high-task-low-relationship behavior.

It is obligatory for supervisors employing the Hersey-Blanchard model to be able to choose a leadership style in keeping with the level of maturity of their followers. A group with a high level of follower maturity requires the least amount of guidance; hence, a delegating style of leadership is the way to go here. Conversely, a group with low follower maturity is obviously inexperienced and lacking in confidence; so, the leader needs to adopt a telling style to communicate to the group what their goals are and how to achieve them.

Uses and Limitations of the Hersey-Blanchard Model

The Hersey-Blanchard Model allows leaders to exercise control over their respective groups based on their maturity levels. Since this model provides a thorough understanding of the capabilities, shortcomings and cognizance levels of different groups, it invariably helps leaders choose the best leadership styles for their groups. However, the 'Hersey-Blanchard Model does come with its own set of drawbacks. Many a times, the hierarchy in the organization becomes a pivotal force that dictates leadership styles irrespective of the maturity levels of the followers. Additionally, a lack of time and limited availability of resources also come across as massive restraints that force the leaders to act circumstantially. This severely limits the scope of an ideal maturity level-based strategy.

Was this article helpful?

Which of the following is suggested by the Hersey Blanchard situational leadership model?

Which leadership style of the Hersey and Blanchard model entails providing direction and defining roles?

Which of the following leadership models is based on selecting from four leadership styles the one that matches the employee's maturity level in a given situation?

Which of the following statements is true of the normative leadership theory developed by Vroom and yetton?