领导的情境理论

领导能力理论表明，没有单一leadership style是最好的。相反，这取决于哪种类型的领导和战略最适合任务。根据这个理论，最多有效的领导者是那些能够使他们的风格适应情况的人，看看诸如任务类型，小组的性质以及可能有助于完成工作的其他因素。

情境领导

情境领导理论往往被称为Hersey-Blanchard的情境领导理论，在其开发商，Paul Hersey博士，“情境领导者”和Kenneth Blanchard，“一分钟经理”作者。

Leadership Styles

Hersey and Blanchard suggested that there are four primary leadership styles:

• Telling (S1):在这一领导风格中，领导者讲述了人们该做什么以及如何做到这一点。
• 卖（S2）：这种风格涉及领导者和追随者之间的更加来回。领导人“卖出”他们的想法和信息，让小组成员购买进程。
• 参与（S3）: In this approach, the leader offers less direction and allows members of the group to take a more active role in coming up with ideas and making decisions.
• 委派（S4）:This style is characterized by a less involved,hands-off approach to leadership。集团成员倾向于使大部分决定并为发生的事情带来大部分责任。

Maturity Levels

The right style of leadership depends greatly on the maturity level (i.e., the level of knowledge and competence) of the individuals or group.

Hersey和Blanchard的理论确定了四种不同程度的成熟度，包括：

• M1：集团成员缺乏完成任务的知识，技能和愿意。
• M2: Group members are willing and enthusiastic, but lack the ability.
• M3: Group members have the skills and capability to complete the task, but are unwilling to take responsibility.
• M4：集团成员非常熟练，愿意完成任务。

Matching Styles and Levels

领导风格可能与成熟度水平相匹配。Hersey-Blanchard模型表明以下领导风格最适合这些成熟度：

• Low Maturity (M1)—Telling (S1)
• Medium Maturity (M2)—Selling (S2)
• 中等成熟（M3） - 豌豆（S3）
• 高成熟度（M4） - 凝结（S4）

How It Works

A more "telling" style may be necessary at the beginning of a project when followers lack the responsibility or knowledge to work on their own. As subordinates become more experienced and knowledgeable, however, the leader may want to shift into a more delegating approach.

通过认识到有许多不同的方式处理问题，领导者需要能够评估下属的情况和成熟程度，以避免单一风格方法的陷阱，以确定下属的情况和成熟度，以确定什么方法将在任何特定时刻最有效。

Situationaltheories因此，对动态社交场合的复杂性以及在不同角色的许多人最终贡献结果的复杂性方便。

情境领导II

情境领导II（或SLII模型）由Kenneth Blanchard开发，并在Blanchard和Hersey的原始理论上建立。根据该理论的修订版，有效的领导者必须将其行为基于组成员的发展级别的特定任务。

Competence and Commitment

The developmental level is determined by each individual's level of competence and commitment. These levels include:

• Enthusiastic beginner (D1)：高承诺，低竞争力。
• Disillusioned learner(D2):Some competence, but setbacks have led to low commitment.
• 能力但谨慎表演者（D3）:能力在增长，但承诺的程度不同。
• Self-reliant achiever(D4): High competence and commitment.

SLII领导风格

SLII also suggests that effective leadership is dependent on two key behaviors: supporting and directing. Directing behaviors include giving specific directions and instructions and attempting to control the behavior of group members. Supporting behaviors include actions such as encouraging subordinates, listening, and offering recognition and feedback.

The theory identifies four basic leadership styles, including:

• Directing (S1)：指导行为高，支持行为低。
• 教练（S2）：引导和支持行为都很高。
• Supporting (S3)：在指导行为和高度支持行为上较低。
• 委派（S4）：引导和支持行为都很低。

Key Factors

Experts suggest that there are four key contextual factors that leaders must be aware of when making an assessment of the situation.

Consider the Relationship

领导者需要考虑领导者与本集团成员之间的关系。社会和人际关系的因素可以在确定哪种方法中发挥作用。

例如，缺乏效率和生产力的组可能会受益于强调订单，规则和明确定义角色的风格。另一方面，一组高效的高技能工人可能会受益于更多民主风格这允许小组成员独立工作，并在组织决策中输入。

Consider the Task

领导者需要考虑任务本身。任务可以从简单到复杂，但领导者需要清楚地了解任务需要的内容，以便确定是否已成功和竞争地完成。

考虑权威程度

The level of authority the leader has over group members should also be considered. Some leaders have power conferred by the position itself, such as the capacity to fire, hire, reward, or reprimand subordinates. Other leaders gain power through relationships with employees, often by gaining respect from them, offering support to them, and helping them feel included in thedecision-making process。

考虑到期水平

随着Hersey-Blanchard模型的表明，领导者需要考虑每个组别成员的成熟程度。到期水平是个人完成任务的能力的衡量标准，以及他或她愿意完成任务的愿意。为愿意的成员分配工作但缺乏能力的是失败的配方。

能够确定每个员工的成熟程度允许领导人选择最好的领导方法，以帮助员工完成目标。