The Core Principles of the Hersey-Blanchard Model

The Hersey-Blanchard Situational Leadership Model is a leadership theory that emphasizes the importance of adapting leadership styles to the maturity levels of the individuals or teams being led. The model suggests that there is no single best leadership style; instead, leaders should adjust their leadership style to best perform the task at hand.

Marijana Rodić and Slobodan Marić explain:

“The focus of the STL is on the interaction between the leader’s behaviour and employee’s readiness, which basically determines the effectiveness of leadership. According to the basic principles of situational leadership, there is no single leadership style. There is no leadership style or model that matches every situation since the appropriate style is based on employee characteristics and the nature of business tasks, as a result of which all identified leadership styles have different levels of guiding behaviour and support” (Rodić & Marić, 2021).

This model is built on two fundamental concepts: leadership style and the development level of followers. These two dimensions interact to determine the most appropriate leadership approach for a given situation.

History of the Situational Leadership Model

The Situational Leadership Model, developed by Paul Hersey and Ken Blanchard in the late 1960s and early 1970s, emerged from their academic work and practical experience in leadership development. The model emphasizes the importance of adapting leadership style to the maturity level of followers.  

Initially introduced as the Life Cycle Theory of Leadership (Hersey & Blanchard, 1969), the model was later renamed Situational Leadership. Hersey and Blanchard, while working together at Ohio University, refined and popularized the theory through their research and writing. The model gained significant traction and has been widely adopted by organizations worldwide.  

Throughout the decades, the Situational Leadership Model has continued to evolve and be applied in various contexts. It remains a valuable tool for leaders seeking to enhance their effectiveness by understanding the needs of their followers and adapting their leadership style accordingly.

Leadership Styles

The model identifies four primary leadership styles, each corresponding to different levels of directive and supportive behavior:

Directing (S1)

In this style, leaders provide clear instructions and closely supervise tasks. It is highly directive and low in supportive behavior. This style is most effective when followers are at a low development level, needing explicit guidance and oversight.

Coaching (S2)

Leaders still provide direction but also offer support and encouragement. This style involves a higher level of two-way communication and is suitable for followers who have some competence but still require significant guidance.

Supporting (S3)

This style is characterized by leaders facilitating and supporting followers’ efforts, involving them in decision-making processes. It is less directive and more collaborative, fitting for followers who have developed competence but may lack confidence or motivation.

Delegating (S4)

Leaders provide minimal direction and support, entrusting followers with the responsibility for their tasks. This style is appropriate for followers who are highly competent and motivated, requiring little oversight.

Follower Development Levels

Kenneth H. Blanchard and his colleagues explain:

“The term Development Level refers to the extent to which a person has mastered the skills necessary for the task at hand and has developed a positive attitude toward the task. We believe that competence and confidence can be developed when the appropriate leadership styles are used” (Blanchard et al., 1993).

The model also categorizes followers into four development levels based on their competence and commitment.

D1: Low Competence and High Commitment

In this developmental level followers are enthusiastic but lack the necessary skills or knowledge. Fresh out of the police academy, bubbling with excitement new recruits readily jump into the police work. They have mastered the basic skills of the academy and believe that those skills will make the job of policing easy. However, the job is very complex with thousands of factors that are impossible to teach in the academy.

The police recruit, the new employee, the recently promoted manager, typically share the high enthusiasm for a new position but possess low competence in performing the new tasks. In the situational leadership model, the scenario of “Some Competence” coupled with “Low Commitment” presents specific challenges for leaders.

Here’s a breakdown of each component:

Some Competence: This refers to team members who have a basic understanding or partial skill set related to their tasks but may lack the full expertise required to perform effectively without guidance. They might be familiar with certain aspects of their job but still need development in key areas to boost their overall performance.

Low Commitment: This aspect indicates that these individuals are not fully engaged or motivated in their roles. Their low commitment could stem from various factors such as lack of confidence, unclear expectations, insufficient recognition, or even disinterest in the task at hand. As a result, they may require more encouragement and support to foster engagement.

When managing team members characterized by Some Competence and Low Commitment, leaders should adopt a directing style. In this approach:

• Leaders provide clear instructions and closely supervise tasks to ensure that team members understand what is expected of them.
• Emphasis is placed on training and development opportunities to build competence and confidence.
• The leader must communicate frequently, offering constructive feedback while also motivating team members through positive reinforcement.

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By actively engaging with individuals showing some competence yet low commitment, leaders can help improve both skill levels and motivation over time. This dual focus fosters an environment where employees feel supported in learning while gradually enhancing their dedication towards achieving personal goals aligned with organizational objectives.

D2: Some Competence and Low Commitment

In the situational leadership model, the scenario of “Some Competence” coupled with “Low Commitment” presents specific challenges for leaders.

Followers have gained some skills but still are at the lower levels of competence Kenneth Blanchard and colleagues explain:

“Someone who has been at a task for a short while is typically discouraged or disillusioned because they realize how far they yet have to go to become competent. This discouragement may be amplified due to insufficient training, supervision or recognition for the job they have done” (Blanchard et al. 1993).

Here’s a breakdown of each component:

Some Competence: This refers to team members who have a basic understanding or partial skill set related to their tasks but may lack the full expertise required to perform effectively without guidance. They might be familiar with certain aspects of their job but still need development in key areas to boost their overall performance.

This matches well with the concept of conscious incompetence. As we begin to gain some knowledge in a new field, we become overwhelmed by the amount of knowledge we don’t know.

Carol Tavris and Elliot Aronson wrote:

“America is a mistake-phobic culture, one that links mistakes with incompetence and stupidity. So even when people are aware of having made a mistake, they are often reluctant to admit it, even to themselves, because they take it as evidence that they are a blithering idiot” (Tavris & Aronson, 2015).

This fear of making mistakes, in part, contributes to the waning of commitment.

Low Commitment: This aspect indicates that these individuals are not fully engaged or motivated in their roles. Their low commitment could stem from various factors such as lack of confidence, unclear expectations, insufficient recognition, or even disinterest in the task at hand. As a result, they may require more encouragement and support to foster engagement.

When managing team members characterized by Some Competence and Low Commitment, leaders should adopt a directing style. In this approach:

• Leaders provide clear instructions and closely supervise tasks to ensure that team members understand what is expected of them.
• Emphasis is placed on training and development opportunities to build competence and confidence.
• The leader must communicate frequently, offering constructive feedback while also motivating team members through positive reinforcement.

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By actively engaging with individuals showing some competence yet low commitment, leaders can help improve both skill levels and motivation over time. This dual focus fosters an environment where employees feel supported in learning while gradually enhancing their dedication towards achieving personal goals aligned with organizational objectives.

D3: High Competence and Variable Commitment

In the situational leadership model, the combination of “High Competence” and “Variable Commitment” presents a unique challenge for leaders. Here’s an explanation of each component:

High Competence: This refers to team members who have strong skills, knowledge, and experience related to their tasks. They are capable of performing their duties effectively and can deliver high-quality work with minimal supervision. Their expertise allows them to handle complex situations independently.

Variable Commitment: This aspect indicates that while these individuals possess the necessary skills, their motivation or enthusiasm may fluctuate. Factors influencing commitment levels could include personal circumstances, changes in job role or expectations, lack of recognition, or even shifts in organizational culture. Consequently, even highly skilled individuals may not consistently exhibit the same level of engagement or willingness to take on responsibilities.

When dealing with team members who demonstrate High Competence but Variable Commitment, leaders should adopt a coaching style. In this approach:

• Leaders provide guidance and support while also encouraging open communication about challenges affecting commitment.
• Emphasis is placed on understanding individual motivations and addressing any concerns that might be impacting engagement.
• The leader works collaboratively with team members to set clear goals and recognize achievements to boost morale.

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By leveraging their competence while actively working to enhance their commitment through encouragement and support, leaders can help stabilize performance levels within the team. This ultimately leads to improved outcomes as both skill proficiency and motivational consistency are nurtured over time.

D4: High Competence and High Commitment

Within this framework, “High Competence” and “High Commitment” represent an ideal state for team dynamics.

High Competence: This refers to individuals or teams that possess a strong skill set and are well-equipped to perform their tasks effectively. They have the knowledge, experience, and ability necessary to meet job requirements with confidence. High competence means that these members can work independently without needing constant guidance or support from their leader.

High Commitment: This aspect reflects the motivation and enthusiasm of team members toward their work and organizational goals. Individuals with high commitment are not only engaged but also willing to take on challenges, demonstrate initiative, and contribute positively to the team’s success. Their dedication often leads them to go above and beyond in fulfilling their responsibilities.

In situations where team members exhibit both high competence and high commitment, leaders can adopt a delegating style. In this approach, leaders provide minimal direction while empowering team members to make decisions autonomously. The focus shifts towards fostering trust, encouraging creativity, and supporting individual growth since those under this category require less oversight.

Overall, understanding High Competence and High Commitment helps leaders tailor their strategies effectively—ensuring they nurture talent while optimizing performance within their teams.

Applying the Model in Practice

Effective application of the Hersey-Blanchard Situational Leadership Model involves assessing the development level of each follower and adapting the leadership style accordingly. This requires leaders to be perceptive, flexible, and responsive to the changing needs of their team members.

Step 1: Assessing Follower Development

Leaders must first evaluate the competence and commitment of their followers. This assessment can be conducted through observation, feedback, and regular performance reviews. Understanding where each follower stands in terms of skills and motivation is crucial for determining the appropriate leadership approach.

Step 2: Matching Leadership Style

Once the development level is identified, leaders can align their leadership style to meet the specific needs of their followers:

• D1 – Directing: For followers who are enthusiastic but lack skills, a directing style is most effective. Leaders provide clear instructions and closely monitor progress.
• D2 – Coaching: Followers with some competence but low commitment benefit from a coaching style. Leaders offer guidance and support, helping to build confidence and motivation.
• D3 – Supporting: When followers have high competence but variable commitment, a supporting style is appropriate. Leaders collaborate with followers, encouraging participation in decision-making.
• D4 – Delegating: Highly competent and committed followers thrive under a delegating style. Leaders trust followers to take ownership of their tasks, providing minimal oversight.

Step 3: Continuous Monitoring and Adjustment

The situational leadership approach is dynamic and requires ongoing evaluation. As followers develop their skills and confidence, their development levels may change, necessitating adjustments in leadership style. Regular check-ins, feedback sessions, and performance assessments are essential for ensuring that the leadership approach remains aligned with the evolving needs of the team.

Benefits of the Hersey-Blanchard Model

The Hersey-Blanchard Situational Leadership Model offers several benefits that contribute to its enduring popularity among leaders across various industries:

• Flexibility: The model’s emphasis on adaptability allows leaders to respond effectively to diverse situations and follower needs, enhancing overall team performance.
• Personalized Approach: By tailoring leadership styles to individual development levels, leaders can provide the right balance of guidance and autonomy, fostering growth and development.
• Enhanced Motivation: Aligning leadership styles with follower needs helps to boost motivation, engagement, and satisfaction, leading to higher levels of productivity and morale.
• Improved Communication: The model encourages open communication and collaboration, strengthening the relationship between leaders and followers.
• Development Focus: The situational leadership approach prioritizes the continuous development of followers, creating a more skilled and capable workforce.

Challenges and Considerations

While the Hersey-Blanchard Situational Leadership Model offers numerous advantages, it also presents certain challenges and considerations:

• Accurate Assessment: Assessing follower development levels accurately can be challenging and requires a deep understanding of individual capabilities and motivations.
• Time-Intensive: Adapting leadership styles to meet the needs of different followers can be time-consuming, particularly in large or diverse teams.
• Consistency: Maintaining consistency in leadership approach while adapting to changing follower needs requires careful balance and attention.
• Training and Development: Implementing the model effectively may necessitate additional training and development for leaders to hone their assessment and adaptability skills.

Associated Concepts

• Four Stages of Competence: This model is also known as the “conscious competence” learning model, are a psychological framework that describes the process of learning a new skill or behavior.
• Automatization Theory: This theory refers to the process by which a task becomes so well-practiced and overlearned that it can be performed with little or no conscious effort. This theory suggests that with practice, complex behaviors can become automatic, allowing individuals to execute them efficiently and without the need for conscious awareness.
• Zone of Proximal Development (ZPD): This theory, by Lev Vygotsky, is the space between a learner’s independent abilities and their potential with guidance. Social interaction and scaffolding support learning.
• Person-Environment Fit Theory: This theory proposes that the compatibility or “fit” between a person and their environment significantly influences their well-being, job satisfaction, performance, and overall adjustment.
• Learned Industriousness: This concept refers to the idea that individuals can develop a strong work ethic and persistence through experience and reinforcement.
• McClelland’s Three Needs Theory: This theory identifies achievement, affiliation, and power as the primary motivators of human behavior. Understanding these needs can help predict individual performance and satisfaction. Managers can enhance motivation and productivity by recognizing employees’ dominant needs and tailoring their leadership strategies accordingly, fostering a more fulfilling workplace environment.

A Few Words by Psychology Fanatic

The Hersey-Blanchard Situational Leadership Model remains a valuable framework for leaders seeking to optimize their leadership effectiveness. By recognizing the importance of aligning leadership styles with follower development levels, the model promotes a flexible, responsive, and personalized approach to leadership. As organizations continue to navigate the complexities of the modern workplace, the principles of situational leadership offer a robust foundation for fostering growth, engagement, and success among teams. Whether in business, education, or any other field, the Hersey-Blanchard model provides a timeless guide for leaders committed to excellence and adaptability.