The two main components of performance readiness in situational leadership are ability and willingness. Ability is the relevant knowledge in a field, experience gained over time, and the requisite skills for the task. Knowledge demonstrates an understanding of a particular task, skill is proficiency for the task while experience is the ability gained from performing the task. Willingness is one’s commitment, motivation, and confidence to perform the task (Hersey, 2007). It is demonstrated dedication, desire, and self-assurance to perform a task.
Ability to Train the Trainers
Cami is responsible for training trainers on the system changes ahead of the implementation. She thinks she has ample based on the detailed manuals rich in statistics and flow charts she has prepared. Her trainees, however, do not share her view. It is clear from their reception that Cami has little knowledge of what she is teaching. She also thought that she was very knowledgeable, a factor that negatively affected her training. She did not engage her trainees and that is why they complained that she was “talking down to them.”
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Cami has previous experience of her role having taught Information Technology courses at a local university. Her experience does not seem to help her in her new role as a trainer of trainers. This could be due to various factors. The student clientele she was handling cannot be equated with employed personnel. Experience gained from training one group may be useful but not entirely helpful when handling another type of group (Siddiqui, 2015). The content of the topic could have been too shallow that even her experience in training could not have helped her. Trainees complained that they had no clue of what they were being trained on.
Cami lacked the right skills to train her class. She was the only one convinced she was doing a good job. Her trainees and her manager thought otherwise.
Willingness to Train the Trainers
Cami’s willingness to train the trainees is not in question. She is very enthusiastic. She feels well prepared and confident of training on new data security procedures for Listo Systems. She is committed and highly motivated. She is eager to conduct her training and spends a lot of time preparing for her coursework. Her high confidence and motivation could have negatively affected her preparation of training content and handling of her class (Raza, 2018). She is not that concerned with the negative remarks made by her trainees on how she is handling the training. Her manager realizes the shortfalls and acknowledges that something needs to be done.
Ability to present the benefits of the new security system
Cami has ample knowledge, experience, and the right skills to present the benefits of the new security system. It is something she has routinely done. She has represented Listo Systems in other similar engagements many times. Cami is expected to give a flashy presentation on the new “black box” data security system.
Willingness to present the benefits of the new security system
Although Cami is chosen for this task, she is unwilling to carry it out. This is demonstrated by the reasons (excuses) she gives not to take the task. She also procrastinates and looks for the task to be reassigned. This is a clear indication of a lack of commitment and motivation. She may have the confidence to make the presentation, having done similar tasks before, but she is neither committed nor motivated.
Discussion
Cami needs to match performance readiness with situational leadership. In task one, she needs to listen to the trainees. She also needs to recheck her content. It is important not to overwhelm the followers, help them step by step, and focus on instructions. It is also essential to positively reinforce small improvements and encourage questions. In task two, Cami should change her attitude completely because she is the best one suited for this role. Her boss and colleagues should play an encouraging role in this.
References
Hersey, P. (2007). Management of organizational behavior. Leading Human Resources. Pearson . 114-139. file:///C:/Users/hp/Downloads/Chapter%2007.pdf
Raza, S. (2018). Impact of leadership style of teacher on the performance of students: An application of Hersey and Blanchard Situational Model. Bulletin of Education and Research Vol. 40, No. 3 pp. 73-94. https://files.eric.ed.gov/fulltext/EJ1209826.pdf
Siddiqui, F. (2015). Impact of employee’s willingness on organizational change. Journal of Economics and Sustainable Development. 193-201. https://core.ac.uk/download/pdf/234645454.pdf
Shriver, S. (2017). Situational leadership: Relevant then, relevant now. The Center for Leadership Studies . https://www.situational.com/content/uploads/2017/10/FINAL_CLS_History_CaseStudy_Digital.pdf
