Situational Leadership Model Paper

The Hersey and Blanchard situational leadership model can be adapted and employed by preceptors, presenting as various forms pertaining to the pupils’ ongoing professional development (Bedford & Gehlert, 2013) or utilised in a leader-subordinate capacity utilising the same principles (Furtado, Batista, & Silva, 2011). This model was developed following analysis of present research and emphasises fluidity in employing differing leadership styles, depending on the situation/task and the psychological maturity of the acolyte, or degree of competence and motivational aptitude (Australian Public Service Commission , 2014). It delivers task-associated behaviours, which entail the preceptor delivers appropriate information to ensure comprehension

The model consists of four supportive/directive styles (S1-S4) and D1-D4, inclusive of ‘S1 directing/telling and D1, low competence, high commitment’, which requires high levels of direction, with minimal support offered, ‘appropriate in situations where followers lack competence, and therefore need to be shown how to do something, but are enthusiastic and committed’, but when competence/confidence is achieved followers ‘can resent being subject to what will begin to feel like an autocratic leadership style. Leaders need to adapt accordingly’.‘S2 coaching/selling and D2’ is a combination of high direction/support with followers having ‘some competence but a lower level of commitment’ and require ‘direction and supervision because they are still relatively inexperienced’. The third form is ‘S3 supporting/encouraging and D3 of high confidence but variable commitment’, which requires minimal directive behaviour, and elevated levels of supportive behaviour. ‘S4 is delegating/empowering and D4 of high confidence and high commitment’ requiring low directive and support offered via the facilitator (Harvey ,