SITUATIONAL LEADERSHIP MATCHING TEACHER TUTOR LEADERSHIP STYLE TO BEGINNING TEACHER MATURITY LEVEL

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1 TUATONA EADERHP MATCHNG TEACHER TUTOR EADERHP TYE TO BEGNNNG TEACHER MATURTY EVE Adapted for the nduction/epd process from Paul Hersey, Kenneth H Blanchard and Joseph W Keilty 1 The purpose of this activity is to help you to determine your perception of the match between the teacher tutor leadership style you are using with one of your Beginning Teachers and your BT s maturity level in respect of their professional development target(s). Your leadership style describes your perception of the management you engage in when you are attempting to guide and influence your BT s behaviour. Part 1: eadership tyle nstructions Follow the steps below to determine your perception of the leadership you are using with your BT: 1. Write your name, today s date and your BT s name in the spaces below. Then select 1- of your BT s professional development objectives (e.g. AP Area for Development or EPD PDA Purpose and Focus) and write these in the numbered columns above the 4 descriptors of leadership style. f you wish to use this instrument in a future coaching exercise with your BT, then it is recommended that you agree on core objectives with your BT before using the Maturity tyle Match. 2. Go through the following process for each of the objectives. Read the four descriptions of leader behaviour below. From these four, select the style that you feel comes closest to describing your usual behaviour with your BT in relation to that objective. Put a P in front of that description. This is your primary style, the style that you tend to use most with your BT when he/she is working on this particular objective. f that is the only major style you use, then you need only place a P under that particular objective. However, if you often use another of the four descriptors in reference to the objective, then place an in front of that style. This is your secondary style. You should assign a maximum of two choices for each of your BT s objectives, one primary style ( P ) and one secondary style ( ). 1 As applied by the Centre for eadership tudies (1979) 1

2 Name of Teacher Tutor: Date: Name of Beginning Teacher: Beginning Teacher s Objectives 1 2 Teacher Tutor eadership tyle 1 Provide specific instructions and closely supervise performance 2 Explain your decisions and provide opportunity for clarification hare ideas and facilitate in making decisions 4 Turn over responsibility for decisions and implementation Part 2: Maturity Go through the following steps to determine the maturity level of your BT in terms of each of the above objectives. 1. the following page, transfer the objectives that you wrote in Part 1 to the corresponding numbered spaces in Part Note that two scales, one measuring ability and the other measuring willingness, appear to the right of where you wrote each objective.. Rate each objective for your BT on the two scales by circling a number or the line half way between each number. 2

3 1 BT Objective A Great Quite a Deal Bit ome ittle This BT is ABE: Usually Often Occasion eldom This BT is WNG: 2 BT Objective A Great Quite a Deal Bit ome ittle This BT is ABE: Usually Often Occasion eldom This BT is WNG: BT Objective A Great Quite a Deal Bit ome ittle This BT is ABE: Usually Often Occasion eldom This BT is WNG:

4 Part : ntegration of Teacher Tutor eadership tyle and BT Maturity Below are situational eadership Models for each objective you have been analysing for your BT. Combine your data from Parts 1 and 2, and use the numbered figure below that corresponds to the numbered objective to do the following: 1. Enter what you selected in Part 1 for your primary style (P) and, if appropriate, your secondary style (), in the appropriate boxes in the ituational eadership Models below. The style descriptor numbers correspond to the style numbers on the leadership model as follows: 1 = Directing 2 = Coaching = upporting 4 = Delegating 2. Now transfer the maturity ratings you made for your BT on each objective in Part 2 and recircle them below the appropriately numbered ituational eadership Model in Part.. Draw a line connecting the ability and willingness ratings of your BT in each of the ituational eadership Models to show the range of maturity for your BT on each of their objectives. 1 2 HGH MODERATE OW HGH MODERATE OW HGH MODERATE OW 4

5 Part 4: Maturity tyle Match Matrix n order to determine, based on your ratings, the most appropriate leadership style that you should use with your BT for each of their professional development objectives, use the Maturity tyle Match matrix as follows: 1. For objective 1, locate on the matrix the ability score on the horizontal axis and the willingness score on the vertical axis. 2. Draw an imaginary line into the matrix from the ability and willingness scores. The box where these lines meet indicates the appropriate style or styles you should be using with your BT in terms of that specific objective. n the matrix, D = Directing, C = Coaching, = upporting, D2 = Delegating.. Put a check mark or marks in the style quadrant in the ituational eadership Model 1 to Part, identified by the matrix as the appropriate style or styles of objective Repeat this process for the remaining objectives. Compare the check mark(s) generated from the data matrix with the primary and secondary style designations that you made earlier for each objective. This comparison gives you some insight into whether you are using over leadership. under leadership or a high probability style match. Over leadership is where the BT has high level levels of maturity but you are using directing and coaching styles to a greater degree than is necessary. Under leadership is where the BT has low levels of maturity but you are engaging in supporting and delegating styles more than is appropriate. A high probability style match is when the style(s) you are using tend to correspond with the maturity levels designate/ W N G N E / P Y C H O O G C A M A T U R T Y MATURTY TYE MATCH MATRX D2 D2 D2 /D2 C/ C C D2 D2 D2 /D2 C/ C C C D2 D2 /D2 C/ C C C /D2 /D2 C/ C C D/C C/ C C D/C D/C C/ C/ C/ C C C D/C C C/ C/ C C C C D/C D D C C C D/C D/C D/C D D D C C D/C D/C D D D D D ABTY/ 5