The same approach doesn't work for everyone. That sounds obvious, but in daily management practice, many leaders behave as if there really is one right way to manage. They give every employee the same amount of freedom, the same level of instruction, and the same form of feedback. The result? Some team members thrive, others disengage.
Situational leadership offers an alternative. This model, developed by Paul Hersey and Ken Blanchard, assumes that effective leadership requires flexibility. You adapt your style to the employee, the task, and the situation. In this article, you will get to know the model, discover the four styles, and receive concrete tools to apply situational leadership in practice.
What is situational leadership?
Situational leadership is a leadership model that posits there is no single “best” way to lead. Instead, the leader consciously chooses a style that matches the employee’s level of development for a specific task. A junior employee leading a project for the first time requires different guidance than a senior professional who has performed the same task dozens of times.
The model was developed in the 1980s by Hersey and Blanchard and is also known as Situational Leadership Theory (SLT). It is one of the most widely applied leadership models in the world, precisely because it is so practical. You do not need to conduct an extensive personality analysis. You assess two variables (employee competence and commitment) and choose your approach based on that.
The two dimensions: steering and support
The Hersey and Blanchard model works with two dimensions of leadership behavior.
Directive behavior (task-oriented) It is about the extent to which you provide direction as a manager. Specifically: you explain what needs to be done, when, how, and by whom. You define the goals, monitor progress, and correct where necessary.
Supportive behavior (relationship-oriented) It is about the extent to which you listen, encourage, facilitate, and are involved in the well-being of the employee. You ask questions, give compliments, help think through obstacles, and create a safe environment.
Combining these two dimensions results in four leadership styles, each suitable for a different development level of the employee.
The four styles of situational leadership
S1: Instructing (directing)
Much direction, little support. You give clear instructions, determine the working method, and closely monitor the execution. This style is suitable for employees who are new to a task: they are enthusiastic (high engagement) but still lack the knowledge and experience (low competence).
In practice, this means explaining exactly what you expect, providing step-by-step guidance, and regularly checking whether the work meets expectations. This is not micromanagement; it is appropriate guidance for someone who still needs to develop these skills.
S2: Persuasion (coaching)
A lot of direction and a lot of support. You still provide direction, but now also explain why certain choices are made. You encourage the employee and ask for input. This style suits employees who have already gained some experience but are still struggling with the task and may lack some confidence.
The persuasive style requires more time and energy than the instructive style, but it is an investment that pays off. By sharing the “why,” you help the employee make better choices themselves in similar situations. You build independence.
S3: Participate (supporting)
Little direction, much support. The employee has the competence to perform the task independently but needs confirmation, motivation, or collaboration. Perhaps he or she doubts their own approach, or there is reduced motivation.
As a manager, you assume a facilitating role here. You listen, ask questions, think along, and confirm that the employee is on the right track. You do not take control, but you are there. This style requires good communication skills and the ability to coach without directing.
S4: Delegating
Little direction, little support. The employee is both competent and motivated. He or she can perform the task completely independently. Your role is limited to monitoring the final result and being available for questions.
Delegating is difficult for many managers. It requires trust and letting go of control. Yet it is essential. If you continue to micromanage employees who do not need it, you hinder their development and undermine their motivation. Letting go is the most powerful form of leadership in this regard.
The four levels of employee development
The situational leadership model links the four styles to four development levels. These levels describe the combination of competence and commitment of an employee for a specific task.
D1: Enthusiastic beginner. Low competence, high commitment. The employee is motivated and eager to learn, but lacks the knowledge and experience. Appropriate style: S1 (instructing).
D2: Sobered pupil. Some competence, low engagement. The employee has already learned something, but finds it more difficult than expected. Motivation drops. Appropriate style: S2 (persuading).
D3: Capable but cautious employee. High competence, fluctuating engagement. The employee is capable but sometimes doubts themselves or is less motivated. Appropriate style: S3 (participating).
D4: Self-directed professional. High competence, high commitment. The employee is skilled and motivated. Suitable style: S4 (delegating).
Please note: the development level is always task-specific. An employee might be D4 for writing reports and D1 for giving presentations. Therefore, you do not adapt your style per person, but per person per task.
Applying situational leadership in practice
How do you use this model in your daily work as a manager? Follow these steps.
Step 1: Identify the task. Which specific task or responsibility do you want to discuss or delegate? Be concrete. “Leading the new project” is too broad. “Drawing up the schedule for the new project” is specific enough.
Step 2: Assess the developmental level. How competent is this employee for this specific task? And how motivated or engaged? Based on that assessment, you determine whether you are dealing with a D1, D2, D3, or D4.
Step 3: Choose the matching style. D1 asks for S1 (instruct), D2 for S2 (persuade), D3 for S3 (participate), and D4 for S4 (delegate). Align your behavior with this.
Step 4: Evaluate and adjust. Development levels change. An employee who was initially at D2 can progress to D3 after a few weeks. Continue to observe and adjust your style when necessary.
Example from management practice
Imagine you are the team leader of a marketing department with four employees. Lisa has just started and has never set up a campaign (D1). Mark has already run two campaigns but is getting frustrated by setbacks (D2). Sophie executes campaigns skillfully but doubts whether she is choosing the right approach (D3). And Tom has been with the company for years and consistently delivers excellent work (D4).
For Lisa, you write a detailed step-by-step plan and schedule daily check-ins (S1). With Mark, you discuss progress weekly, explain why certain strategies work, and encourage him (S2). You invite Sophie to brainstorm together about her approach and confirm that she is on the right track (S3). You give Tom complete freedom and only speak to him at the results level (S4).
This might sound like a lot of work, but the opposite is true. By consciously aligning your style, you spend your time exactly where it has the most impact. You prevent undercutting employees who don't need it, and you prevent employees who need help from being left to their own devices.
Common mistakes in situational leadership
Always use the same style. The most common mistake is sticking to one preferred style. Many managers are by nature either strongly directive or strongly delegating. Consciously switching between styles requires practice and self-knowledge.
Misjudging the developmental level. If you overestimate an employee's competence, you delegate too early and the employee runs into problems. If you underestimate their competence, you micromanage too much and the employee does not feel comfortable. Regular conversations and observation help to make a realistic assessment.
Ignoring motivation. Competence is only half the story. An experienced employee who has lost their motivation (D3) does not need instructions, but rather attention and support. If you ignore the motivation aspect, you will eventually lose a valuable asset.
Wanting to delegate too quickly. Delegating feels efficient, but only if the employee is ready for it. Delegating too early leads to errors, frustration, and the feeling of being “thrown in at the deep end.” Build trust and competence gradually.
Situational leadership and other models
Situational leadership does not stand alone. The model aligns well with other approaches. Goleman's six leadership styles partially overlap with Hersey and Blanchard's four styles. Coaching leadership looks very similar to the S2 style (convincing), while servant leadership shares elements with S3 (participate).
Combining models enriches your leadership repertoire. Use situational leadership as your basic framework and supplement it with insights from other models. This way, you build a flexible and effective leadership repertoire.
Developing situational leadership
The theory behind situational leadership is relatively simple. Applying it in practice is less so. It requires continuous observation, assessment, and adaptation. That is a skill you need to develop.
Start by consciously mapping out your team members and their development levels per task. Make it a habit to pause before every conversation or assignment and ask yourself: which style fits here? Over time, this will become second nature.
Create a management training helps you practice the model in a safe environment. You get to know your preferred style, practice the other styles, and receive feedback from trainers and fellow participants. This way, you translate the theory into concrete behavioral change in your daily work as manager.
Situational leadership is an overarching model with four styles, one of which is coaching (S2). Coaching leadership focuses specifically on developing employees by asking questions and providing guidance. Situational leadership also includes instructing, participating, and delegating.
The model is highly practical and applied worldwide. Scientifically, it has been tested less extensively than some other models. However, the core idea that leadership must be flexible and align with the needs of the employee is widely supported by leadership research.
Look at two factors: competence (can the employee perform the specific task?) and commitment (is he or she motivated and confident?). Combine observation with an open conversation. Ask the employee directly how he or she experiences the task and what support is desired.
Yes, but it requires more organization. With larger teams, you can work with subgroups or team leaders who apply the model within their own sub-team. It also helps to track development levels per employee and task, so that you can switch gears quickly.