Situational Leadership Model by Hersey and Blanchard
Situational Leadership Model: in this article the Situational Leadership Model is explained. Founders Paul Hersey and Kenneth Blanchard have developed a model that links leadership styles and situations. This article explains the styles, effectiveness and interaction in a practical and recognizable manner. Enjoy reading!
What is Situational Leadership?
Being a leader is not always easy and leadership in the work environment can be executed in different ways. Paul Hersey and Ken Blanchard indicate that a number of factors are decisive for the style of leadership. It is not just the personal characteristics of the leader that are decisive; those of his employees are too.
In addition, the situation is determinative and the leadership style depends on this. In the 1970s Paul Hersey and Ken Blanchard specified and further developed the concept of their Situational Leadership Model.
Maturity
The level of independence of the employee or team members depends on a number of factors. First or all, experience is an important indicator to find out whether an employee is able to independently do their job and take (full) responsibility for it.
In addition, they have to have sufficient knowledge and skills to complete their tasks independently, and have enough motivation to lead themselves. Someone who has been in the same position for years, might be skilled and experienced, but could be struggling with motivation because of a lack of career opportunities. A high commitment level is seen as a crucial determining factor for success.
In that case, the employee will not score as high on Maturity as a colleague who is highly motivated. If an employee starts in a new position within the organisation, it will take some time for him to become Mature in there as well. Newly hired staff, recent graduates and interns will be at the low side of Maturity for longer. After all, it takes people a few months to as long as a year to be able to work fully.
Situational Leadership Model explained
Paul Hersey and Ken Blanchard designed these four styles of situational leadership on the basis of a parabola.
The horizontal axis the level of maturity (independence of the employee) is indicated in the gradation high to low. In the opposite direction on the horizontal axis the directive behavior from low to high is indicated. By this is meant the level of direction provided to the employee. On the vertical axis, they indicate low to high supportive behavior; the degree of support to the employees.
Figure 1 – Situational Leadership Model (Blanchard & Hersey, 1970)
In the 1970s Hershey and Blanchard specified and further developed the concept of situational leadership. In their situational leadership theory they indicated that the effectiveness of the leadership style is dependent on the situation.
But what is determinative for the situation? Both the maturity of the employees and their attitudes are determinative. Therefore Paul Hersey and Ken Blanchard distinguish four levels of maturity, or leadership approaches, that can be placed in their situational leadership model. These are also called development levels.
- S1. Directing: a lot of direction by the leader and little support; low competence and low motivation.
- S2. Coaching: a lot of direction by the leader and a lot of support; low competence and high motivation.
- S3. Supporting: little direction by the leader and a lot of support; high competence and low motivation.
- S4. Delegating: little direction by the leader and little support; high competence and high motivation.
The performance readiness level is the combination of the willingness and ability of an employee to perform a task.
Situational Leadership Model : Leadership styles
According to Paul Hersey and Ken Blanchard a leader will have to adapt his type of leadership style to the level of maturity of the employee. As the maturity increases, the independence of the employee also increases accordingly. This situational approach consequently results in four leadership styles.
S1: Telling (Directing)
At this level, the leader has to deal with employees that are not competent and (still) unmotivated. This may have different causes. New and/or inexperienced employees are not capable enough to carry out tasks independently. It may be experienced as threatening when an employee is not competent enough to perform a task.
This might cause him to postpone the task or do this unwillingly. Good instruction and monitoring of the entire work process would be the best style of leadership in this situation. This is also sometimes referred to as task-oriented leadership with little or no concern for human relationships and support.
The employee will receive a lot of direction from the leader when it comes to the tasks they have to fulfil. Not just the final objective is made clear, but also the steps that have to be taken along the way. That is why he needs specific instructions in the form of composed tasks. The leader makes the final decisions.
It helps to compliment the employee about progress he is making and not overburdening him with too much information at once. It is a good idea for a leader to have the employee repeat in his own words what he is supposed to do. That way, it becomes clear if the instructions have been correctly understood.
S2: Selling (Coaching)
At this level the employees have a desire to work independently but they are not capable of doing this yet. They are employees who have not reached full maturity and are hindered by circumstances for example a change or a reform of the organization. This employee wants to set to work enthusiastically but he cannot work independently because of his lack of skills and knowledge.
A situation like this might make an employee insecure. By explaining his decision-making and by listening to the employee and giving him undivided attention, the leader is guiding him. This style can be compared to the consultative leadership style.
This leadership style is also called selling for a reason; the leader has to ‘sell’ the tasks to the employee and convince him that he is able to do them. Specific instructions are important here, as are communication at a level of equals.
The leader makes the decisions, but it is good if the employee asks questions and wants to know the purpose of the task. When the employee shows progress, he should be complimented to make him feel confident about his skills.
Tip: Situational leadership requires flexibility. But what happens when a leader gets stuck in one way of managing? In our guide on toxic leadership insights, you’ll see how fast situations can escalate and which signals matter.
S3: Participating (Supporting)
At this level, the employees are capable but (temporarily) unwilling. They are qualified workers but because of the number of tasks, they might get the idea that they are being inundated with work. This can make them insecure and reluctant. To take away this insecurity, it is important that the leader confers with the employees and supports them in their work.
By having employees participate in the decision-making process, acceptance will increase and the employees will be able to work independently again. It is also possible that a mistake has been made for which the employee blames himself. This can make him stagnate and lose confidence. That is why support from the leader is important.
The employee needs to be stimulated and has to get back the confidence to make decisions independently again. It is a good idea for the leader to give that confidence to the employee and remind him of other tasks and projects that he did do well in the past.
This type of employee can benefit from some calm, face-to-face brainstorming or sparring about a question or an issue. That increases his confidence and makes his superior someone he can talk to. The employee is allowed to take some risks and trust in his own abilities.
S4: Delegating
At this level the employees can and want to carry out their tasks independently, they have a high level of task maturity as a result of which they need less support. Employees inform the leader about their progress of their own accord and at the same time they indicate when problems present themselves or when the work is stagnating. They become motivated because of their independence and as a result a leader does not have to consult with them continuously.
Delegating may seem easy, but it rarely is in practice. It is a good idea for a leader to discuss the final goal with the employee, when the task has to be (deadline) and how he plans to carry it out. It is possible to plan evaluation moments in order to monitor progress and check if everything is going according to plan.
The leader has to realise that delegating involves keeping distance; the employee is responsible for the decisions. If things go well, compliments are in order. Boosting confidence and letting go are the foundational techniques of delegating.
Situational Leadership Model : Adjustment of leadership behavior
Through situational leadership, leadership task behavior is immediately adjusted to the employee’s behavior. According to Hershey and Blanchard the main factors are independence and suitability. Based on these two factors, they directly link four situational leadership styles.
It should be noted that a leader must be willing to be very flexible with respect to his employees. In addition, employees will always develop themselves in the (positive) direction of delegating (S4).
💡 Tip: Do you adapt your leadership style using the Situational Leadership Model? Discover how your own qualities and pitfalls play a role in this using Daniel Ofman’s Core Quadrants model — for more conscious and effective leadership.
Situational Leadership Model : Interaction
Vice versa, the leader and his situational leadership style will directly influence the suitability of an employee. The employee will get more responsibility when he is more suitable for a certain task. This will increase his security which in turn will have a positive influence on his qualities.
Despite this interaction, it is important that the leader is aware of the adoption of his leadership style in different situations. In an emergency he does well to apply the S1 Telling style, whereas S4 is more appropriate for an independently operating project group. In addition to the various situations, the leader will have to adapt his situational leadership styles to the suitability of his employees.
Pitfalls of Situational Leadership
Situational Leadership sounds simple, but in practice there are definitely pitfalls in the model. The biggest challenge is that leaders sometimes change their style too quickly, without employees understanding why they are suddenly being given more guidance or, conversely, more freedom. These sudden changes can cause uncertainty. Good communication is therefore essential; employees must feel that the style you choose is logical and appropriate to the situation they are in.
Another pitfall is that leaders focus too much on task maturity and too little on circumstances. Someone may be very competent, but temporarily less motivated due to personal circumstances, work pressure, or unclear expectations. As a leader, you must therefore look beyond what the model strictly prescribes. It is not mathematics, but human work. Your assessment is always a combination of experience, intuition, and honestly looking at what someone needs at that moment.
In addition, the model can go wrong if leaders overestimate themselves. Not every leader finds it easy to switch between styles. Some get stuck in directing and controlling, while others get stuck in supporting or letting go. If you don’t know your own preferred style, Situational Leadership quickly becomes a one-way street. That’s why the model works best when the leader is aware of their natural tendencies and is willing to take a critical look at their own behavior.
Criticism of the Situational Leadership Model
Although situational leadership is one of the most widely used leadership models, it also has clear points of criticism. An important point is that the assessment of task maturity is subjective. Two leaders may assess the same employee completely differently. As a result, the approach varies greatly from person to person, which can lead to inconsistency and arbitrariness in larger organizations. The model provides structure, but leaves a lot of room for interpretation.
In addition, the model is relatively simplistic. It assumes that leaders should focus primarily on competence and willingness, but modern teams are much more complex. Culture, team dynamics, psychological safety, work pressure, hybrid working, and personal circumstances play a much greater role than the original model describes. As a result, it sometimes feels as if the model does not take sufficient account of today’s reality.
Some critics also believe that the model places too much responsibility on the leader. The assumption is that a leader must constantly adapt, while employee development also requires clarity, stability, and self-management. Changing styles too often can be confusing and actually put pressure on employees’ autonomy. The model therefore works best when used as a guide, not as a prescription.
Despite this criticism, situational leadership remains a valuable tool. It forces leaders to consciously consider what employees need at a given moment. Its strength lies not in the perfection of the model, but in the conversation it initiates. By combining it with modern insights into team dynamics and people-oriented leadership, it remains relevant and applicable in virtually any organization.
A practical checklist for applying situational leadership immediately
Situational leadership only becomes powerful when you translate it into your daily work. A simple checklist helps you to see more quickly which style is most appropriate at that moment. Start by asking what someone needs right now to perform a task well. Is the goal clear, or do you first need to provide direction? Does someone have sufficient skills, or are they lacking knowledge or experience? These types of questions help you to not automatically fall back on your preferred style, but to consciously choose what will help the team move forward at that moment.
The next step is to see how motivated someone is. Motivation can vary from day to day, especially during busy or changing periods. An employee may be perfectly capable of doing the work, but at the same time feel uncertain or overburdened. By taking this into account in your assessment, you can avoid letting go too quickly or, conversely, micromanaging. Discussing this is often just as important as the task itself, because motivation is usually hidden behind behavior that you don’t immediately see.
Once you have considered these two elements, it is easier to determine which style is appropriate: directing, coaching, supporting, or delegating. The checklist helps you structure that process without it becoming burdensome or formal. It makes you more aware, consistent, and predictable in your leadership. And that ensures that employees receive exactly the combination of direction, support, and trust they need to grow.
Situational leadership compared to other leadership models
Situational leadership does not stand alone. It is part of a broader collection of ideas about leadership and collaboration. By comparing the model to other approaches, it immediately becomes clear when it adds the most value. Unlike transformational leadership, for example, which revolves around inspiration and vision, situational leadership focuses primarily on what an employee needs in practical terms to function effectively. It is more concrete, less abstract, and therefore suitable for day-to-day management.
If you compare the model with transactional leadership, you will see that situational leadership is much more flexible. Transactional leadership focuses primarily on agreements, rewards, and corrections. This works well in structured environments, but sometimes lacks the nuance that employees need when growing or changing. Situational leadership looks at both the person and the context, making it a better fit for teams that change quickly or in which many different levels coexist.
There is also a strong link with psychological safety. Teams function better when the leader can honestly explain why they choose a particular style and employees feel free to express what they need. This makes situational leadership not just a model, but a mindset. Combining it with modern insights into team dynamics, engagement, and autonomy creates a leadership style that is both clear and people-oriented. This makes the model relevant for virtually any organization that wants to encourage greater agility and responsibility.
It’s Your Turn
What do you think? How do you apply situational leadership in your daily practice? Do you recognize the practical explanation or do you have more suggestions? What are your success factors for the good situational leadership?
Share your experience and knowledge in the comments box below.
Recommended literature on Situational Leadership
- Blanchard, K. H., Zigarmi, P., & Zigarmi, D. (2013). Leadership and the One Minute Manager: Increasing Effectiveness Through Situational Leadership II. New York, NY: William Morrow. → Modern variant (SLII) that allows you to work pragmatically: shows how style varies between “directing,” “coaching,” “supporting,” and “delegating” depending on the task and employee, applicable in practice.
- Del Pino-Marchito, A., Galán-García, A., & Plaza-Mejía, M. d. l. Á. (2025). The Hersey and Blanchard’s Situational Leadership Model Revisited: Its Role in Sustainable Organizational Development. World, 6(2), 63. → Shows that the model is also relevant in modern organizations with a focus on sustainability and the long term — good for linking situational leadership to contemporary challenges.
- Graeff, C. L. (1997). Evolution of situational leadership theory: A critical review. Leadership Quarterly, 8(2), 153–170. → Provides insight into the development, criticism, and limitations of the model — important for remaining realistic about what situational leadership can and cannot offer.
- Hersey, P., & Blanchard, K. H. (1985). The situational leader. New York, NY: Warner Books. → The classic introduction to the model that shows that there is no single best leadership style, but that effective leadership depends on the “maturity” of employees and the situation.
- Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of organizational behavior: Utilizing human resources. Upper Saddle River, NJ: Pearson Education. → This handbook offers a systematic elaboration of situational leadership as part of HR and organizational behavior — useful for theoretical basis and application.
- Hersey, P. (2014). Situational Leadership. Business Contact.
- Hersey, P. & Blanchard, K. H. (1977). Management of Organizational Behavior: Utilizing Human Resources.
- Papworth, M. A. (2025). An exploratory content analysis of Situational Leadership: Reviewing supervision sessions. Journal of Leadership Studies. → New analysis that critically examines how often and effectively leaders act according to style variations — helps to evaluate the model fairly.
- Thompson, G., & Glasø, L. (2009). Situational leadership theory: A test of three versions. Leadership & Organization Development Journal, 30(2), 184–196. → Critically examines variants of situational leadership and adds nuance around when and how it works — valuable for highlighting the limitations and context of the model.
- Wang, X. et al. (2024). Situational leadership theory in nursing management. BMC Nursing. → Recent empirical study demonstrating that situational leadership is effective in healthcare contexts — relevant as an example of application in human, care-oriented teams.
- Yukl, G. A. (2013). Leadership in organizations. Harlow, UK: Pearson. → Broader handbook on leadership that places situational leadership alongside other leadership theories — helps to provide comparison and context in the article.
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Original publication date: 03/14/2012 | Last update: 11/27/2025
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9 responses to “Situational Leadership Model by Hersey and Blanchard”
very easy to understand.
Spelling error in Adjustment to leadership “behavior”. Really nice and quite in depth article.
Thank you for your comment, Shemek. The spelling is correct because it’s United States English 😉
Wanted to review Blanchard(/Hersey) management style, learned about the 4 different types in management training back in 1990. Great article, thanks for writing this up.
Thank you for your comment, Keo.
Hi, I’d like to use this article in a “transitioning to people leader” course I’m developing. I’ll give full credit to you and Patty Mulder, and provide the link to this article in the pdf. Do I have your permission to use this in this way? Thank you so much for your time! Micheline Duguay
Hi Micheline, thank you for your comment. You can use our article offline if you cite this article with the corresponding URL link. Good luck and enjoy the holidays.
Well presented article. Very simple to understand.
Hello Nandakumar, thank you for your comment.