According to Hersey and Blanchard (1995), situational leadership model requires effective leaders â€œto be able to adapt to their chosen styleâ€, in order to promote the readiness level of the followers through â€œthe stage of developmentâ€, which helps them to build and increase their confidence and acquire skills for maximized performance (pp. 208-210). In this respect, the followers’ target-orientation with the use of task behavior and engagement in decision-making with the help of relationship behavior are encouraged with the following aspects: a) â€œspecific direction and close supervisionâ€ of the â€œtellingâ€ style; b) the encouragement of â€œconfidence and motivation of two-way communicationâ€ of a coaching style; c) the leader’s â€œparticipatingâ€ style of recognition and listening during the followers’ s â€œdecision-making and problem-solvingâ€; and d) the leader’s â€œdelegatingâ€ style of the followers’ â€œresponsibility for directing their own behaviorâ€.
Considering the leadership vision of Manz and Sims (1995), the followers provide better contribution, sufficient setting of goals and proficient exercising of initiative through facilitated â€œself-leadershipâ€ and increased â€œself-managementâ€. In this respect, â€œsubstantial latitude for the establishmentâ€ of the process of taking responsibility and â€œshifting from dependence to independenceâ€ is done with the â€œencouragement and guided participationâ€ of the â€œsuperleadersâ€, who help â€œunleash the abilities of followers that surround them â€.
According to Miller (1995), the development process of the subordinates is impeded by the â€œtemporary inequalityâ€ are â€œpermanent inequalityâ€ of the â€œsuperior partyâ€, who legitimizes such inequalities through its ignorance and determination of the ways in which their authorized power â€œmay be acceptably usedâ€. Furthermore, these dominant groups define the roles for the â€œinferior partiesâ€ by encouraging the development of the â€œpersonal and psychological characteristicsâ€, which are â€œpleasingâ€ for the superior parties when the subordinates’ silence, submissiveness, and lack of â€œassertivenessâ€ are dictated by their desire â€œto avoid conflict and destructive treatmentâ€.Â Morrison (1995) stated that, such inequality exists due to the problems of diversity, which are based on the systematic barriers that â€œrestrict the opportunities and rewards available for nontraditional managersâ€, and are based on the â€œprejudice treatment of their differencesâ€, restriction â€œfrom the required depth and job experienceâ€ and unstimulated working environment that â€œscrutinizesâ€ such workers for possible mistakes.
In addition, maximized readiness, development and performance of the followers can be achieved with the leader’s ability to access requirements of the situation, the superior group’s encouragement of the process for self-leadership affirmation, and the dominant group’s elimination of the diversity and inequality barriers. Additionally, these aspects will help to facilitate the self-doubt stage of the followers, increase their confidence and competence of the acquired skills, and achieve the progress of the organizational performance.