Theories in Action-Week 5

In the present state of the world, the program is definitely operating within situational leadership. As described by Hersey and Blanchard, Situational Leadership is, “Situational Leadership allows leaders to use the context of their leading to drive their style and allow for the most balanced relationship between their power, their followers, and the task at hand. Situational Leadership is a model, “… a pattern of already existing events that can be learned and therefore be repeated” (Hersey et al, 114). Given that this is a nonprofit organization, and given that I have worked with and for this program in the past, I can attest that this theory is often used as the stability and consistency of the program is usually changing and the leaders must be prepared for the change.

One way that the program has operated within situational leadership within this summer is going remote. Initially, the program had planned to maintain in-person experiences and classes, and given that the institute was not issued to begin until late June, everyone was hopeful this could be achieved. It wasn’t until late April that it was announced that the program could not continue with in-person sessions and so the leadership team quickly began planning their remote alternatives. This took a lot of task-oriented traits as the focus had to remain on making lesson plans, navigating zoom and other technological options, and making sure the scholars would be prepared for this transition to online learning. The leadership team was able to do this quickly and efficiently as often times the organization faces some changes or impacts which force them to be prepared for change and adjusting to it.

The director of the program used the faculty and staff team to help him adjust to this change as well, as he hosted multiple faculty meetings talking through ideas, suggestions, and feedback on plans he already had in place. This was really important in order to involve those who will be most involved in the program. This could describe his performance readiness skills as he was highly able and willing to accomplish the necessary tasks, and when he was not completely able he would ask for help from those that he works closely with.

The program also had to operate in situational leadership now and in years prior, as each scholar they serve has very different needs that all must be accommodated and met. With this, the leadership team has to be relationship-oriented in order to have a report with the scholars and their families and make sure to remain compassionate and aware of the circumstances everyone is facing, in and out of a pandemic.