Gabriela Mota
Theory
One of the topics that we discussed in my organizational leadership class was about the different forms of leadership that form according to the different forms of development of a worker. The situational leadership study discusses the notion that not everyone that is in a company or moves to a new position will have the ability to adapt or learn at the same rate, therefore a leader needs to understand the type of leader they will be to fit the need of that new worker. The Situational Leadership theory was developed by Paul Hershey and Kenneth Blanchard, behavior scientists that sought to explain the most efficient way of leading people efficiently. Hershey and Blanchard argued that “the type of power that is most effective depends on the circumstances.” (Blanchard/Hershey, 419) This means that when it comes down to the way leaders use their power, or interact with their subordinates, it directly comes from the way they behave. For example, someone who is new at a job is going to be given more direction and attention than someone who has been in a job for years. The person who has been in a company for longer will be given more responsibility and has higher expectations, therefore, they will interact with a leader differently. In Situational Leadership, the style of leadership is directly correlated to the abilities and maturity levels of the followers. These development levels are broken into four main stages: Low, Low to Moderate, Moderate to High, and High Maturity. According to the different stages of development a follower is in, leaders are able to change their leadership forms to meet specific needs.
The first stage of maturity is called the “Enthusiastic Beginner.” In this point in time, the individual is just starting a new job, while they are full of excitement, enthusiasm, and commitment, their levels of maturity are considered low because they do not have any experience. In this position, the individual is easily coerced into doing what needs to get done; they are willing to go above and beyond to learn everything needed to complete tasks. Whatever they may lack in experience, they make up for with their need to make an impression and do things as best as possible. When a subordinate falls into the category of  Low Maturity, a leader needs to be able to compensate becoming a “Teller.” Because the follower is unable to make decisions for themselves, whether it is because they do not want to or because they do not have the resources to do so, the leader must take on the task of delegating instructions. They have to be able to give clear and concise orders to ensure that the task gets done well. The relationship between the subordinate and the leader tends to be “high task behavior and low relationship behavior.” (Blanchard/Hershey, 422) This means that while the leader gives the follower a lot of attention and support, the interactions between the individual in power and the follower revolves around work and does not become personal.
The second stage of maturity is the “Disillusioned Learner.” This individual can best be described as someone who understands the basic tasks that need to get done as well but may sometimes be unwilling to get those tasks done. They do not have all of the motivation, experience, or confidence to excel at their job; however, they do have the ability to complete the task at hand. When leaders are dealing with disillusioned learners, they must be able to fall into the “selling” category. In this area, the leader has to convince and support the individual to get things done. The interactions involve two way conversations where the follower is able to ask the leader questions and interact more versus in the teller stage where there was only one line of communication. The relationship between the leader and the follower is largely based on “high task and relationship behavior” meaning that while the leader and follower are working together to get things done, there is a personal relationship that is also developed between the two. The follower is allowed to ask questions and seek explanations for why tasks are being performed a specific way.
The third stage of maturity is called the “Cautious Learner” and in this stage the individual has a moderate to high maturity level. In this point in time, the individual is able to complete task beyond what is required of them but lacks the confidence to do it. This is the point in time when the follower needs a motivator that will give them the confidence to go above and beyond they’re usual performance. In this case, the leader takes on the task of becoming the “participating” or the support system. As a supporter, the main goal of the leader is to give the most support possible to show the follower that they have the ability to do more than they are currently doing. In the case of completing tasks, the leader does not do much worker, instead they push the follower to do more than what is asked so that they come to the realization that they have the ability to do so. In this relationship, the leaders and followers have a strong personal relationship. The line of communication goes both ways, and more than anything the follower is asking questions so that they can enhance their experiences. It is important for a leader to be a good support system and show that they are willing to take the follower further than they’ve ever gone before, because the point is to teach the followers to be the very best that they can be.
The final stage of maturity is the “Confident Performer” who shows high maturity and high commitment. At this point in time, the follower is able to complete the tasks at hand without any extra help; they have the confidence to execute plans that go beyond their normal duties; and they are motivated enough to get the job done efficiently. When it comes to leadership, the leaders have been able to train the followers well enough that they no longer need to be present for the job to get done. They have empowered their subordinates to the point where they have the ability to do anything on their own. The leaders and the followers at this point do not have a direct line of communication, not because it does not exist, but rather because it is not needed. Most of the support or questions that the followers had they could most likely answer on their own. For this reason, the leader has little personal interactions with the followers. The high maturity stage is the ideal place for both leaders and followers because it is here that the jobs are being executed the most efficiently.
I found this study to be unique and important because to a certain degree and in a more condensed version, Disney makes sure that their cast members get the support and the training that they need to be successful. For the most part they do instill a lot of responsibility and freedom but they also ingrain a sense of power to be independent and self sufficient in the fastest way possible.
Sources-
Hersey, P., Blanchard, K., & Natemeyer, W. (1979). Situational Leadership, Perception, and the Impact of Power. Group & Organization Studies, 4(4), 418-428.
