A511.3.3.RB - Directive and Supportive Behaviors

The situational approach to leadership is one of the most widely recognized leadership theories.  “The premise of the theory is that different situations demand different kinds of leadership” (Northouse, 2016, p. 93).  The theory suggests that leaders should adapt their leadership style based on the situation and the abilities and commitment level of the follower.  “The right style is primarily a function of the degree of difficulty of the task and the developmental level of the person doing the task” (Blanchard, 2008, p. 19).

The situational leadership theory is composed of four different leadership styles that involve varying levels of directive and supportive behavior.  Blanchard (2008) says that directive behavior is one-way communication in which a follower is told “what to do, where to do it, when to do it, and how to do it” (p. 19).  As opposed to directive behavior, supportive behavior is two-way communication in which a leader listens, supports, provides encouragement, facilitates interaction, and involves others in decision-making (Blanchard, 2008).  

Nearly everybody is a leader in one way or another.  Most people can probably identify multiple leadership roles they are engaged in whether they are assigned positions or emergent leadership opportunities.  I have considered a few of my roles and how I use directive and supportive behavior.

Parent
In my role as a father of six children I engage in both directive and supportive activities.  There are times that I tell my kids what to do; for example, chores, homework, practice the piano, or to help me with a project.  Other times I play a supportive role; when they have to make a challenging decision, when they are struggling with homework, or when they have had a difficult experience at school.  

Just yesterday I played both of these roles with my eleven year old daughter.  Nayalie has just started seventh grade and is in advanced placement classes. She puts a lot of pressure on herself to be successful and gets stressed out when she struggles with assignments.  When I got home from work she was obviously struggling with a math assignment. I sat and worked with her until she understood the assignment. A few minutes later I could see she was getting overwhelmed again, so I told her to go outside and play for a few minutes and to not think about her homework.  After about fifteen minutes she came back in and finished her homework without any further issues.

Lead Pilot
At work I am a lead pilot.  I am responsible to oversee between eight and ten other pilots.  In this role I frequently act in both a directive and a supportive role.  I regularly have to assign tasks such as flight manual updates, maintenance run-ups, and various other compliance and currency related activities.  However, I also am regularly engaged in supportive activities; when pilots are struggling with tasks, when they do not fully understand the reason for the tasks, and even when they are having personal or family issues.  Yesterday I directed one of the pilots I oversee to work with maintenance personnel to ensure that an aircraft that had a maintenance discrepancy had the required run-ups and was put back on the flight line. The other day I acted in a supportive role when I worked with a new pilot named Kerry.  I spent some time with him discussing his experience and offering advice regarding what will help him to be successful in his new position with my company.

Bishop
I am currently serving a bishop of the Church of Jesus Christ of Latter-Day Saints.  The church has no paid clergy; the position of bishop is a volunteer position that is appointed, not sought out.  I oversee all of the activities, church services, and volunteer positions of my congregation. In this role I frequently am involved in both directive and supportive functions.  As bishop I have two counselors and other auxiliary leaders that I work with closely. I regularly delegate tasks to them that I do not have time to handle personally, or that they can take care of better than I can.  

This week I asked my counselors to meet with the presidencies of the Young Men’s and Young Women’s organizations to ensure that the programs are being run and the activities are being planned with a purpose and focus.  Last night I also acted in a supportive role when I met with a church member who has just recently filed for divorce and has struggled with feelings of guilt and shame about the decision. I helped her to realize that in her situation it was the correct decision, and I helped her to work through some of the feelings she was experiencing.  I also helped her see that she has people around her that love and care for her and are willing to help her through these difficult times.

One of the challenges that leaders face is to know what style of leadership they should assume.  “Leaders cannot use the same style in all contexts; rather, they need to adapt their style to followers and their unique situations” (Northouse, 2016, p. 98).  Great leaders are sensitive to the context in which they lead and can adapt smoothly and effortlessly as they provide both direction and support to their followers.

References

Blanchard, K. (2008). Situational leadership: adapt your style to their development. Leadership Excellence. Retrieved from https://erau.instructure.com/courses/81820/files/15464167/download?wrap=1

Northouse, P.G. (2016). Leadership Theory and Practice (7th ed.). Los Angeles, CA: Sage.

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