This paper presents a self-analysis of personal leadership style using Hersey and Blanchard's Situational Leadership model as a theoretical framework. Through a structured peer-evaluation group activity, the author identifies a predominantly delegating leadership style and examines its advantages and limitations. The paper reviews the four leadership style combinations defined by the situational leadership matrix, addresses critiques of the model's practicality, and applies the framework to real team dynamics involving members of varying skill and confidence levels. The author concludes with a reflective plan for developing greater flexibility, clearer communication, and a more accurate assessment of team members' competence levels.
Leadership has been one of the most studied, researched, and theorized topics in management and organizational behavior, evaluated and described by many theorists and scholars. The truth, however, is that leadership is neither a purely theoretical phenomenon nor an esoteric science. We all act as leaders in different situations, and we all have different leadership styles and tactics for handling those situations. Furthermore, as leaders, we are required to demonstrate different skills depending on the needs of those we lead. This is where the concept of situational leadership becomes relevant.
This concept was explored during a group activity designed to determine individual leadership styles through peer evaluation. While the activity was intended to identify leadership style, it was also helpful in uncovering one's strengths and weaknesses as a leader.
The fundamental concept of leadership has changed only to a limited extent over time; however, organizations, societies, and cultures have evolved and diversified greatly. This is the reason why situational leadership has gained major importance. It is applicable in both personal and professional life, as it addresses macro as well as micro issues. Furthermore, it demonstrates adaptation to all kinds of followers across different developmental levels (Thomas & Bainbridge). During the group activity, individual leadership styles were analyzed through peer evaluation, and this model helped clarify my personal leadership style.
This concept was coined by Hersey and Blanchard in 1969. It was originally based on Reddin's 3-D management style theory (Northouse). The theory explains that a situational leader has a responsibility to adapt his or her leadership style according to the needs of the recipient or team member. The needs of the recipient depend on both competence and confidence level. This combination determines the amount of direction required and the level of personal encouragement needed, which is based on the individual's willingness to accomplish the assigned task. What kind of leadership should be applied depends on the correct diagnosis of this combination.
Situational leadership is described through a matrix model. The matrix places willingness to perform a task on one dimension and skill level on the other, moving from low to high (Hersey and Blanchard, 1996). The matrix defines four combinations:
Depending on these combinations, the leader is required to adapt his or her approach accordingly. Situational leadership also has certain requirements — it demands a level of flexibility appropriate to the scenarios and recipients involved.
While analyzing situational leadership, one notable critique emerged: "Situational leadership is redundant when there is a task to be done" (Casey, 2011). Although situational leadership offers a flexible model for handling different situations, it has been argued that evaluating the situation may prove futile when a task is immediately at hand and simply needs to be performed. The traditional leadership model emphasizes getting the job done rather than assessing the situation before acting.
However, it has been demonstrated over time that the situational leadership model provides a level of flexibility that ensures available resources are utilized at maximum efficiency. Its directive nature also provides guidelines to the leader about which approaches to adopt in various situations. Understanding the potential and capabilities of one's team members is critical to effective leadership. Where change is the basic essence of leadership, situational leadership is adaptation to it. When people, circumstances, objectives, and goals vary due to external and internal factors, leadership must change accordingly — and it is the mark of a good leader that he or she responds quickly to the situation (Hersey, 1984).
One cannot ignore the drawbacks of this model. With constantly changing strategies, a leader may find it difficult to implement new approaches on the fly, and a long-term vision may be elusive due to constant adaptation. However, this weakness can be managed if the leader has a clear sense of purpose and clarity about the goals to be achieved. In response to those who argue that situational leadership is redundant in achieving tasks, the answer remains that situational leadership is clearly defined, easy to apply, and logical.
"Model applied to a five-member team with varied skill levels"
"Peer feedback identifies delegating style and its characteristics"
"Personal strengths, over-delegation weaknesses, and peer anecdotes"
Situational leadership has by far managed to outrun other leadership styles and theories. This leadership model compels the leader to adapt their leadership style depending on the task, the situation faced, and the individuals in the group. While personal characteristics of a traditional leader — such as charisma and intellect — remain important, situational leadership can also be applied alongside them due to its flexible nature. A successful leader is one who understands his or her team members, treats them accordingly to achieve maximum efficiency, and also helps them grow.
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