{"id":990022,"date":"2026-05-07T10:00:00","date_gmt":"2026-05-07T10:00:00","guid":{"rendered":"https:\/\/practaice.nl\/situationeel-leiderschap-in-de-praktijk-en\/"},"modified":"2026-05-11T13:21:50","modified_gmt":"2026-05-11T13:21:50","slug":"situationeel-leiderschap-in-de-praktijk-en","status":"publish","type":"post","link":"https:\/\/practaice.nl\/en\/situationeel-leiderschap-in-de-praktijk-en\/","title":{"rendered":"Situational leadership in practice: why the most widely taught model in management is rarely applied effectively"},"content":{"rendered":"

Ask ten managers which leadership model they are most familiar with from a training course, and nine will mention the Hersey-Blanchard model of situational leadership. The four quadrants of directing, coaching, supporting and delegating have become so familiar to many managers that they can sketch them from memory in a meeting. The model is the most widely used framework in leadership development worldwide, and for good reason: it is intuitive, practical, and contains a truth that is confirmed time and again in practice. <\/p>\n

And yet, research consistently shows that the very managers who know the model by heart almost always fall back on one or two preferred styles in their day-to-day work, regardless of what the situation or the employee actually requires. This is not because they do not understand the theory, but is often explained by the difference between knowing and being able to do. <\/p>\n

That difference is precisely where most leadership training programmes fall short. And it is also precisely where new forms of practice, such as AI role-plays, can play a role that traditional programmes never fulfilled.<\/p>\n

The Hersey-Blanchard model and why it endures<\/h2>\n

Paul Hersey and Ken Blanchard published their model of situational leadership in 1969, at a time when the prevailing view was that good leaders possessed a fixed set of characteristics \u2013 that leadership was a trait, not a skill. Their fundamental insight was different: effective leadership is contextual. What works for a new employee does not work for an experienced professional. What works in a crisis does not work in a stable situation. <\/p>\n

The model that emerged from this has four styles, linked to four levels of employee development. A new team member who is enthusiastic but inexperienced requires a directive style: making it clear what needs to be done, how and when. An employee who is becoming more skilled but feels insecure requires coaching: more scope for independent thinking, but still with guidance. An experienced employee experiencing a dip in motivation requires support. And a high-performing, motivated professional requires delegation and the freedom to take the initiative. <\/p>\n

The model has been tested, criticised, revised and expanded in the years since. Recent studies show that the model is still widely researched and applied, and that the main point of criticism is not the theory itself, but the difficulty managers face in applying it consistently in practice.<\/p>\n

The real problem: the gap between knowing and doing<\/h2>\n

This is where things get uncomfortable for those who invest heavily in leadership training. Research analysing the actual behaviour of managers \u2013 not what they say they do, but what they actually do \u2013 shows that the majority of managers fall back on a single dominant style in 70 to 90 per cent of their interactions. Usually, this is the style in which they feel most comfortable, not the style the employee needs at that moment. <\/p>\n

This is not a matter of unwillingness. It is how the brain deals with quick decisions under pressure. In a meeting, in a corridor chat, in a performance review where time is short and tension is high, everyone falls back on the most practised patterns. And if those patterns have formed around a single style \u2013 often a directive one, sometimes a coaching one, rarely all four flexibly \u2013 then the model remains a poster on the wall rather than lived practice. <\/p>\n

This explains another persistent pattern. Employees who evaluate their manager are far more likely to say they feel inadequately supported or, conversely, overly micromanaged, than their manager themselves realises. Recent meta-analytical work on situational leadership confirms this discrepancy between managers\u2019 self-perception and their teams\u2019 experience<\/a>. Not so much because managers are mistaken, but because they cannot see the difference between their preferred style and the desired style without an external mirror.<\/p>\n

Why traditional leadership training often still fails to address this adequately<\/h2>\n

A typical leadership training course on situational leadership follows a familiar pattern. A day or two, with theory, group exercises, and a concluding reflection session. Participants go home with new insights, a nice workbook, and the sincere intention to make their style more flexible.<\/p>\n

And then Monday begins. The issues of the day take over. The first meeting goes as usual. The first difficult employee is dealt with in the usual way. And within a few weeks, the manager is back in the same patterns they had before the training. This has nothing to do with the quality of the training, but rather with the well-known transfer problem, which manifests itself here in full force. <\/p>\n

There is something unique about leadership. The skills you are trying to develop\u2014such as switching between styles, understanding what an employee needs at a specific moment, and setting aside your own preferences when the situation calls for something different\u2014are precisely the skills that can only be developed through repetition. Research into expertise development, particularly the work of K. Anders Ericsson on deliberate practice, shows time and again that this type of skill requires hundreds of hours of focused practice<\/a>, not just one or two days. <\/p>\n

That is also why the most effective leadership development programmes we know of \u2013 such as long-term coaching programmes, mentoring, and structured reflection practices \u2013 have never been truly scalable. They work, but they are expensive and labour-intensive. For a large proportion of organisations, this meant sticking to two-day training courses and hoping for the best.<\/p>\n

What AI role-playing adds to leadership development<\/h2>\n

This is where it gets interesting, and this is where PractAIce comes in. The platform allows a manager to run through the same situation multiple times, with variations in how the employee reacts. A conversation with a high-performing employee who suddenly seems less motivated. A conversation with a new team member who is clearly overwhelmed. A conversation with an experienced professional who is resisting change. <\/p>\n

In each of these scenarios, the manager gets the chance to try out different styles and experience their effect immediately. What effect does a directive approach have on a professional who is actually seeking more autonomy? How does an insecure team member react to delegation? Switching between styles thus ceases to be a theoretical skill, but becomes an internalised repertoire that builds up through repetition. <\/p>\n

Importantly, the scenarios can be adapted to the specific organisational context. A manager in a production environment practises with different situations than a team leader in a knowledge-based organisation or a manager in the healthcare sector. PractAIce makes it possible to build scenarios around the specific team dynamics and communication styles that occur in one\u2019s own work practice. <\/p>\n

For L&D professionals, the platform adds something crucial: measurability. For each practice session, the system records which leadership style was used, how effective it was in that scenario, and how a manager\u2019s repertoire of styles develops across multiple practice sessions. This provides, for the first time on this scale, insight into the actual flexibility of leadership within an organisation, based on observed behaviour.<\/p>\n

Frequently asked questions about situational leadership<\/h2>\n

What is the difference between situational leadership and coaching leadership?
<\/strong>Coaching leadership is one of the styles within the broader model of situational leadership. It is characterised by asking questions, giving space and supporting independent thinking, and is very effective with employees who have the basic skills but are still unsure about how to apply them. Situational leadership posits that coaching is the right style in specific situations, not always. A new employee with insufficient knowledge is more likely to benefit from being guided than from being coached.<\/p>\n

Does situational leadership also work in a flat organisation or self-managing
teams?<\/p>\n

Does situational leadership also work in a flat organisation or self-managing teams?
<\/strong>Yes, although its application looks different. The basic principle of situational leadership \u2013 that different people need different forms of leadership at different times \u2013 applies regardless of structure. In self-managing teams, the question shifts from \u2018which style suits this employee?\u2019 to \u2018what form of leadership does this team need right now?\u2019 Switching between styles remains the key.<\/p>\n

How do you know which style is right at any given moment?
<\/strong>The model offers guidelines, but in practice it requires observation. Two things consistently help: looking at the combination of the employee\u2019s competence and motivation for this specific task (not in general), and engaging in a conversation about what someone needs rather than assuming you already know. That observation is itself a skill that develops with practice.<\/p>\n

Can you really learn situational leadership through an AI role-play?
<\/strong>It aligns surprisingly well with what the model requires. Learning situational leadership means: repeatedly practising switching between styles in different scenarios, with immediate feedback on what worked. That is exactly what AI role-plays make possible. What AI does not replace is the human nuance of an experienced mentor or coach. What it does add is the scalable practice environment that this particular skill requires.<\/p>\n

In conclusion<\/h2>\n

Situational leadership, despite its age, remains one of the most useful models for anyone wishing to develop their leadership skills. Not because it is perfect, but because it reveals a truth that is consistently confirmed in practice: there is no single right way to lead, and the art lies in adapting. <\/p>\n

The question for organisations is not whether this model is still relevant. That has long since been answered. The question is how to help managers make the transition from simply knowing the model to actually switching between styles in practice \u2013 even under pressure, even in difficult conversations, and even when time is short. That transition requires something that traditional training does not offer: structured practice. <\/p>\n

Would you like to explore how PractAIce can facilitate that practice for your leadership team? A fifteen-minute demo shows how a conversation unfolds and what development data the platform generates.<\/p>\n","protected":false},"excerpt":{"rendered":"

Ask ten managers which leadership model they are most familiar with from a training course, and nine will mention the Hersey-Blanchard model of situational leadership. The four quadrants of directing, coaching, supporting and delegating have become so familiar to many managers that they can sketch them from memory in a meeting. The model is the […]<\/p>\n","protected":false},"author":1,"featured_media":989449,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[11],"tags":[],"class_list":["post-990022","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-niet-gecategoriseerd"],"acf":[],"yoast_head":"\nSituational leadership in practice: why the most widely taught model in management is rarely applied effectively - Practaice<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/practaice.nl\/en\/situationeel-leiderschap-in-de-praktijk-en\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Situational leadership in practice: why the most widely taught model in management is rarely applied effectively - Practaice\" \/>\n<meta property=\"og:description\" content=\"Ask ten managers which leadership model they are most familiar with from a training course, and nine will mention the Hersey-Blanchard model of situational leadership. 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