10. Leadership Effectiveness Situational Leadership Model Decision styles Role of the Supervisor S3 Participating low task/high relationship The leader and follower made the decision/ or follower made the decision with encouragement from leader. The follower is able but unwilling or unsure. S2 Coaching high task/high relationship The leader makes the decision with dialogue and/ or explanation. The follower is unable but willing or motivated. S4 Delegating low task/low relationship The follower made the decision. The follower is able and willing or motivated. S1 Telling high task/low relationship Here the leader makes the decision. The follower is unable and unwilling or unsure. Low High Task Low High Relationship Supervisory Training
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19. Example/ lacking interpersonal skills What recommendations do you have to guide the supervisor on actions needed: Here is what needs to change: (The TA job description states that the TA must demonstrate an “interest in and willingness to engage young children with physical and/or behavioral challenges.” The TA has shown a knowledge of appropriate behavior but does not always apply it. You realize that the TA needs to consistently use appropriate actions to address the behaviors of the child. Description of situation: TA has been in the job several years. They are really good at putting out materials in the classroom. They know the job of being a TA, they are organized, efficient and keep up with the inventory. While TA is good at managing materials, they are not consistent at dealing with children who have behavioral issues. At times the TA handles the children’s behavioral issues very well. At others, the TA exhibits frustration, and raises their voice. This is very disruptive to the classroom.
20. Example/ late paperwork How should the supervisor address this? What needs to change: Recording of therapeutic services is very important. The OT needs to be able to integrate completion of paperwork and documentation on the services rendered along with the performance of therapeutic services to clients. Paperwork needs to be completed within xx days of delivery of service. DARS need to be completed and forwarded to the supervisor for approval. Failure to do so, creates delays in receiving monies for services provided. You need to address this with the employee. Description of specifics: The Occupational Therapist is new to the organization. The OT is really good at developing creative ideas and is proficient in the delivery of occupational therapy. However, paperwork is consistently late and is completed after hours. Delays in completing paperwork causes accounting issues and can become a bottleneck for administration. Delayed input into DARS and paperwork effects our billing for services. There are many funding sources and the billing needs to be approved by a supervisor. Additionally, other treating therapists cannot access information, if needed, to determine the care rendered. You sense the OT is not completely sure of how to complete the paperwork and thus procrastinates on completing it.
21. Example/ good but could be better How do you recommend the supervisor address the fact that the teacher needs to incorporate new research into his/her work? Support for the needed changes: The teacher’s job description states: Keep up-to-date concerning educational trends and utilize new techniques, as appropriate, for the early childhood special education population. Our value of Excellence directs us to provide the best service possible to our clients. Failure to incorporate new research into our work is a disservice to those we serve. As things change and new findings are released, employees are required to incorporate these new findings into programs and services. Failure to do so impacts our clients negatively. Description of specifics: A teacher has been with the Agency for fifteen years. She has been reliable, performs daily activities as needed, but needs to develop more sensory activities and needs to incorporate some new ideas that support the children with autism. She needs to incorporate new research findings into her IEPs. You have suggested this before and there has been no change. Because she is experienced, you have not monitored progress made in this area.
22. Example/ disruptive behavior How would you address the needed change of behavior with the employee? Why a change in behavior? The value of Respect is not being applied here. Respect is an Easter Seals value. The employee’s behavior is disruptive to the workgroup. Changes will occur in schedules and flexibility in dealing with these changes is important. The Easter Seals value of Respect states that we need to value the uniqueness of each individual, and appreciate the strength of diversity and inclusion. Employees need to work in a respectful environment and not subject to disruptive outbursts. Employee differences should not be acted out in public settings. Description of specifics: Employee performs his/her tasks well; however, when things do not go as he planned or if there is a disruption in his/her schedule, he/she becomes verbally abusive of others. He/she curses, bangs materials on a desk and discusses issues loudly before everyone. Whenever you speak to him/ her, he/she is apologetic but the behavior never changes. Because he/she delivers quality work, you tend to ignore the outbursts.
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Hinweis der Redaktion
Welcome – 4 th in a series of 5
Here are three main themes in this module- decisions/ conversational style differences and influence. These three topics are very much related. Once we decide on an action to be taken, we need to communicate it. We also need to continuously guide employees toward change and how we go about it, can make a big difference as to whether we engage employees or build resistance. Influence is getting employees to move in a certain direction without mandating it directly. It works well in many cases and often engages less resistance than outright control.
Discuss how we are moving from the forms and procedures to the conversations we need to have to accompany those actions and processes.
We adjust to the employee in order to get the best results. If an employee brings experience, they may not have experience in this particular environment. They may still need direction for a time.
How we communicate is often important to how the message is received.
Think of important messages you delivered recently…how were they delivered. How much control did you have over the way in which the message was interpreted?
After studying outstanding leaders for 5 years, Warren Bennis identified 4 common traits of competence shared by all 90 leaders studied: They communicated goals and outcomes/ The communicated with clarity and understanding/ They were reliable and consistent – and they know themselves.. their strengths and weaknesses….
In using situational leadership as a guide, we asses where the employee is in terms of their readiness to perform the task of the position. From there we determine how much direction to give or in what manner. This may surprise you, but in studies, one of the main “de-railers” of moving to higher levels of supervisor roles was an insensitivity to others and betrayal of trust (not following through on promises). Those who did not succeed, were unable to think strategically and unable to adapt to others with different styles.
So we go in quadrant one from an employee who needs direction to quadrant 4 where we work side by side with the employee. In quadrant 2 and 3, we see that the employee is moving to taking on increased responsibility having proven their ability and especially in quadrant 3 we ask for their input and ideas in setting deadlines etc.
When we speak of the relationship it means the time we as supervisors need to spend to guide the employee to think etc. vs time spent in giving specific instructions for the job. Story of the exec telling his Employee Rel Mgr how to set up a conference room vs asking about the issues to be covered in the meeting.
There is a difference – see above. Some are willing but unable. Some are able but unwilling.
Now we will look at some situations and think about an example from our own workplace. Divide room….table groups. 8-10 minutes to come up with example… Review responses
Sit #3 Need to recognize the good being done in being organized etc. Need to recommend options for improved performance in dealing with frustrations around children with behavioral issues. State the desired behavior: “You need to remain calm and if unable to handle the situation, ask for help from a teacher or therapist. Raising your voice is unacceptable.” Suggest a role model . State a time to meet to discuss progress and how achieved. If persistent, may need to move to verbal warning.
Sit #2 Providing excellent therapy is important; it is also important to be able to bill for those services so we may continue to thrive as an agency. Since the OT is new, they may not know how to complete the DARS and may need additional guidance and examples. The OT may not be unwilling but rather unskilled at how to complete the work.
Sit #4 While I recognize your consistent delivery of good work, we need to provide excellent service to our clients. The teacher’s job description states: Keep up-to-date concerning educational trends and utilize new techniques as appropriate for the early childhood special education population. There are several new techniques to be used with children who express autistic tendencies. You need to incorporate these into your lesson plans. We have spoken about this and need to move forward. Please review the next quarter’s work with me so we may assure this is happening.
Sit. What we do is important but it is also important in how we accomplish tasks. Many times employees are overlooked for promotions not because of their results but because of the way in which they got them. Working within the values and appropriate behaviors of Easter Seals is important.
Here we see some common mistakes
Here we are transitioning to the message around the decision to take action.
This means assessing at what level employees are functioning. A new hire may be experienced but may not know what procedures are used at Easter Seals.
LIFO was developed by Stuart Atkins as a tool to understand the differences among people in how we communicate. It has been used by millions of people and thousands of organizations. LIFO is not a psychological inventory; it is based on preferences and how our communication was shaped by environment. It focuses on strengths, and how to manage those strengths. By knowing our least preferred style, we have answers to why we overlook opportunities. This is a non-judgmental way of looking at ourselves and others. We want to confirm our style, capitalize on situations that highlight our strengths, moderate overused strengths, supplement by using other strengths, extend and learn for mothers, and bridge to others to better communicate.
These are the 4 Style Categories we will look at.
This style usually is very caring and nurturing of employees; is idealistic and shows respect to employees. This style feels personally accountable when things do not go as planned. This style finds it easy to come up with an overall plan.
This style takes action, like decisions and drives toward results. This style finds no problem in making decisions. Example - the manager who loved decisions. A new employee was overwhelmed by choices. The manager was decisive, loved getting results and loved action. When they told the manager how great it was that he was so decisive, he said - I love decisions…..they are easy. He loved new opportunities. He sometimes did not consider that his team was overwhelmed and overloaded. Being too fast, too anxious to seize opportunities overwhelmed his staff. But for him, it was exciting to have many opportunities. Those in this style take risks, love challenge and don’t get bogged down by details.
This style thinks rationally and is analytical. They will not act in haste. They love facts and do not like surprises. They are thorough and organized. This style will not act under emotion; they love data and can remember details. They do not get bored; they move from thing to thing in order. Those in this style have a high tolerance for facts and data.
This style enjoys teamwork and working together. They will compromise for the good of all. They like humor and fun and games. This style loves social gatherings. This style is creative; they will work for the common good and frequently change their mind if needed They like to barter and like to move on to new things
In a dominant style it is easy to see what one likes. If we change, it may take others more time to see our preferred ways of working etc. Eash style changes under stress. Sometimes a good thing can become too much of a good thing. Ice cream is good…..a gallon is sickening.
Balance is what we look for – stress sometimes brings us out of balance or we think- this is good – so I will do more … more may be too much. Too much control/ too nurturing/ too much data - too accomodating.
At Easter Seals, we are here to help subordinates be successful. You succeed, I succeed.
Situational Leadership speaks to different combinations of directive and supportive behavior. Directive behavior is defined as the extent to which a leader engages in one-way Communication Supportive is the extent to which a leader engages in two way communication, listens, provides support and encouragement and the amount of follower involvement in decision making. There is no best leadership style; it all depends on the demands of time etc and the expectations of you, your management and the employee. S1- high directive/ low supportive behavior S2- high directive/ high supportive behavior S3 – high supportive/ low directive behavior S4 – low supportive/ low directive behavior
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