Leadership life-cycle theory concept
The leadership life-cycle theory, first introduced by coman, followed by the leadership life-cycle theory of paul hersey and kenneth blanchard, also known as the scenario leadership theory, is a theory of power change that values subordinates. Hesi and blanchard believe that leadership success is achieved by choosing the right style of leadership based on the maturity of subordinates. This theory is often used by a number of western companies in the leadership of training their managers, such as american banks in 500 companies in fortune magazine, ibm companies, mobil petroleum companies, xerox enterprises, etc., and even some departments in the united states military train their officers。
Hersi and blanchad value the role of subordinates in leadership, because subordinates can accept or reject orders from leaders whose leadership often depends on their actions and behaviour. However, the importance of this issue has been ignored or underestimated by many leadership theories。
Hersi and blanchad defined maturity as the capacity and willingness of individuals to be responsible for their own direct conduct. It contains two elements: work maturity and psychological maturity. The former includes a person's knowledge and skills. A highly mature individual has sufficient knowledge, competence and experience to carry out their tasks without the need for guidance from others. The latter refers to the will and motivation of a person to do something. Individuals with a high degree of mental maturity do not need much external incentives, but rely on internal motivations。
Hersi and blanchad value the role of subordinates in leadership, because subordinates can accept or reject orders from leaders whose leadership often depends on their actions and behaviour. However, the importance of this issue has been ignored or underestimated by many leadership theories。
Hersi and blanchad defined maturity as the capacity and willingness of individuals to be responsible for their own direct conduct. It contains two elements: work maturity and psychological maturity. The former includes a person's knowledge and skills. A highly mature individual has sufficient knowledge, competence and experience to carry out their tasks without the need for guidance from others. The latter refers to the will and motivation of a person to do something. Individuals with a high degree of mental maturity do not need much external incentives, but rely on internal motivations。
The leadership life cycle theory uses the same two leadership dimensions as fidler's: work and relationship behaviour. However, hessy and blanchad have taken a step further, considering each dimension to be low and high, thus forming four specific styles of leadership, as shown in the figure below。
Figure leadership life cycle curve
1. Command-type leadership (high work and low-level work)
Leaders define roles and tell subordinates what to do, how to do it and when and where to do it。
2. Convincing leadership (high work)
The leaders refer to both guiding and supportive behaviour。
3. Participatory leadership approach (low work as a high relationship)
Leaders make decisions together with their subordinates, and the key role of leaders is to facilitate and communicate。
4. Authorized leadership approach (low work/low relationship)
Leaders offer little guidance or support。
Hesi-blanchad's leadership life-cycle theory defines the four stages of maturity of subordinates as:
Phase 1: these people are neither capable nor unwilling to perform a particular task. They are neither qualified nor trusted。
Phase 2: these people lack the capacity to perform the necessary tasks. They are motivated, but they lack sufficient skills。
Phase iii: these people are capable but unwilling to do what leaders want them to do。
Phase iv: these people are both capable and willing to do the work that they are asked to do。
The figure above summarizes the elements of the scenario leadership model. As the level of maturity of subordinates continues to rise, the leaders can reduce not only their control over their subordinates ' behaviour but also their relationship behaviour. In the first phase (m1), specific and clear guidance is needed; in the second phase (m2), leaders need to act in a high-level, high-level relationship; high-level working behaviour can compensate for a lack of subordinate capacity; high-level behaviour seeks to psychologically “understand” the intentions of the subordinate leader; and, in the third phase (m3), leadership can best be addressed using supportive, non-led engagement styles. Finally, in phase iv (m4), leaders do not need to do much, as subordinates are willing and capable of taking responsibility。
Four stages of maturity of subordinates
Hesi-blanchad's leadership life-cycle theory defines the four stages of maturity of subordinates as:
Phase 1: these people are neither capable nor unwilling to perform a particular task. They are neither qualified nor trusted。
Phase 2: these people lack the capacity to perform the necessary tasks. They are motivated, but they lack sufficient skills。
Phase iii: these people are capable but unwilling to do what leaders want them to do。
Phase iv: these people are both capable and willing to do the work that they are asked to do。
Options for effective leadership
When subordinates mature in the first stage, choose command leadership.
When a subordinate matures to the second stage, choose a convincing leadership approach.
Choose participatory leadership when subordinate maturity is stage three.
When subordinates are matured to phase iv, opt for delegated leadership.
The leadership life cycle curve model summarizes the elements of the scenario leadership model. As the level of maturity of subordinates continues to rise, the leaders can reduce not only their control over their subordinates ' behaviour but also their relationship behaviour. In the first phase (m1), specific and clear guidance is needed; in the second phase (m2), leaders need to act in a high-level, high-level relationship; high-level working behaviour can compensate for a lack of subordinate capacity; high-level behaviour seeks to psychologically “understand” the intentions of the subordinate leader; and, in the third phase (m3), leadership can best be addressed using supportive, non-led engagement styles. Finally, in phase iv (m4), leaders do not need to do much, as subordinates are willing and capable of taking responsibility。
Use of leadership life-cycle theory in care management
I. Correct assessment of carer maturity
The degree of maturity includes the degree of work and psychological maturity. Work maturity refers to the knowledge, skills, experience, etc. That the subordinates possess to carry out their tasks. Psychological maturity refers to the will and motivation of subordinates to do something. According to the leadership life cycle theory, the key to effective leadership lies in understanding the maturity of the leaders and making the right judgement. Direct conversations with nurses provide quick access to relevant information, but sometimes they do not have to tell the truth and need to obtain more accurate information by looking at their past and present working conditions. The assessment of maturity is difficult, and nurses can learn from a large number of cases, role exercises and operational simulations to develop the ability to accurately judge the maturity of their subordinates。
Management of operations according to the maturity of the caregiver
1. M1 (incapable, unwilling). When the caregiver is less mature, dependent, active and does not yet have the knowledge, experience and skills necessary to complete his or her work, he or she should adopt a high-task, low-relationship command approach. Leadership should emphasize planned, structured, supervised and inspected. The placement of nursing staff in simple jobs clearly regulates work objectives and requires strict adherence to care regulations and technical protocols. Tutorship or apprenticeship may be introduced to improve their professional qualifications and maturity. The command-led approach establishes clear short-term requirements, work objectives and work protocols that enable nursing staff to acquire the basic knowledge and skills needed to accomplish their tasks as quickly as possible and to gain experience in their work, thereby contributing to their growth. For the head nurse, command-based leadership ensures that subordinates comply with their orders and contributes to the overall objectives of the organization。
2. M2 (incapable, willing). When the caregiver is at the initial stage of working and psychological maturity, after initial learning and practice, there has been some progress in working life and greater confidence in working life, but there is a lack of working skills, there is a need for task behaviour, relationship behaviour and a convincing approach to leadership. The placement of nursing staff to perform some of the somewhat difficult tasks provides them with more opportunities to exercise and accelerate the accumulation of their knowledge, skills and experience. At the same time, attention must be paid to those who are subordinates of progress, who are motivated by a sense of non-powerful influence, such as interpretation and persuasion, by giving them greater care and support to achieve psychological satisfaction。
M3 (capable, unwilling). When the caregiver is more mature in terms of work and psychology, not only acquires the knowledge and skills necessary for the job, but also has a degree of initiative, independence and self-confidence, but lacks the motivation for the job, it should take a participatory leadership approach that appropriately reduces mission behaviour and strengthens relationships. There is no need to clearly organize and specifically direct the work of the caregiver, taking into account the views, recommendations and requirements of subordinates, exchanging emotions, communicating information, gradually involving them in relevant decision-making and enhancing trust. Participatory leadership not only helps to increase the sense of participation and responsibility of their subordinates, but also encourages them to actively demonstrate their talents and creativity by identifying talent, developing talent, using it as a resource。
M4 (capable, willing). When caregivers are highly mature, skilled and skilled, they not only have the capacity to work independently and effectively to carry out their tasks, but they also have sufficient self-confidence and self-control to take the initiative to undertake and accomplish more and more complex tasks, they should adopt a low-task, low-relationship, mandated leadership approach. To enable subordinates to decide independently on work-related issues and to assist and support them when they need them. Too much concern and support can only discourage them and discourage them. Enabling leadership helps maintain high performance of caregivers and their continuous contribution to the organization。
Iii. Dynamic use of leadership
As we move from premature to mature, leadership should move from command to persuasion, participation and empowerment. However, due to the fact that the maturity of subordinates is neither static nor one-way change, affected by the main objective factors, such as work assignments, the external environment, and personal psychological qualities, the movement between m1 and m4 is carried out。
The head nurse should manage changes in the maturity of her subordinates in a timely manner, adjust and choose the way of leadership as she matures at a high level and, at the same time, provide the subordinates with the right environment to move forward in the operational capacity of the caregiver, enhance their willingness to complete their work and move from low to high maturity as soon as possible。
