1. 2015 Human Resources - Confidential
Situational Leadership II

2. 2015 Human Resources - Confidential
Purposes
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Learning Objectives
Outcomes
 To increase the quality and frequency of conversations
 To develop a common language
 To value and honor differences
 Develop a common vocabulary
 There is no best leadership style
 Three skills of a Situational Leader
 Situational Leadership II Model
 Understand the positive outcomes of a match
 Develop an action plan

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 What are your biggest challenges as a manager?
 What’s changing about our company?
Management vs. Leadership
 Manage
 Lead
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Manager Challenges

4. 2015 Human Resources - Confidential
 Drivers and Passengers
 Keep the Main Thing the Main Thing
 Escape from Management Land
 The “Do Right” Rule
 Hire Tough
 Do Less or Work Faster
 Buckets and Dippers
 Enter the Learning Zone
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Monday Morning Leadership Review

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Beliefs and Values about People
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The Basics
1. People can and want to develop
2. Leadership is a partnership
3. People value involvement and communication.

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The Three Skills of a Situational Leader
1. Diagnosis is the willingness and ability to look at a
situation and assess others’ development needs.
2. Flexibility is the ability to use a variety of leadership
styles comfortably.
3. Partnering for Performance involves reaching
agreements with others about the leadership style(s) they
need from you to achieve their goals and the
organization’s goals.

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What behaviors are used by people who lead well in times of great
stress?
Rate yourself below as to the level [from 0 (low) to 10 (I’m the best)] to which you…
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The Leadership Mini Assessment
Leader Behavior
Low
1 2 3 4 5 6 7 8 9 10
1. Make sure that clear goals are set
with timelines.
2. Make the link between what they do
and the achievement of organization
goals.
3. Assess people’s competence around
specific goals or tasks
4. Analyze different levels of
commitment (confidence and
motivation) around specific goals or
tasks
5. Teach people how to do tasks or goals
if necessary
6. Adapt your leadership style to meet
needs of others
7. Listen and give feedback on a regular
basis – praise and encouragement
8. Hold regular One on One meetings in
which staff ask for what they need

8. The SLII Model:
The First Skill - Diagnosis
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The SLII Model: The First Skill - DiagnosisD E F I N I T I O N
Diagnosis: The willingness and ability to look at a situation, assess
the needs of the individual, and decide which leadership style to
use.
 Operating without an accurate diagnosis is….
 What does a good doctor do?
 What does a good patient do?
What is Diagnosis in SLII?

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The SLII Model: The First Skill - Diagnosis
Competence Is Not
• Intelligence
• Potential
• Education
• Certification
As You Remember, Diagnosis of Development Level Involves
Evaluating Two Elements
Competence – a person’s
• Knowledge and skills – demonstrated, developed through learning and
experience
• Transferable skills – such as time management and organizational skills
Commitment – a person’s
• Motivation – interest in and enthusiasm or passion for the goal or task
• Confidence – feeling of self-assurance that the goal or task can be
accomplished without supervision
Evaluating Two Elements

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The Four Development Levels
The Four Development Levels

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Use this chart and these questions when diagnosing development level
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Fine-Tuning Your Diagnostic Skills
D4 D3 D2 D1
Decision Point 1
Doing
Can do goal or task without
direction
Learning
Cannot do goal or task without
direction
Commitment / Attitude
Decision Point 2 + ‒ ‒ +
D4 D3 D2 D1
 What is the specific goal or task?
 How strong or good are the individual’s demonstrated task knowledge and skills?
 How strong or good are the individual’s transferable skills?
 How motivated, interested, or enthusiastic is the individual?
 How confident or self-assured is the individual?

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Self - Reflection
GOALORTASK
Competence Commitment Diagnosis and Leadership Behavior
Regarding this particular
goal or task
If the person
 Never has successfully
done (completed) the goal
or task
 Couldn’t teach someone
else to do it successfully
 Couldn’t show you an
example of what a good
job looks like
High Commitment
 Is excited, motivated, and
confident
 Wants to do the goal or task
Low Commitment
 Is frustrated, not interested
 Is challenged by the goal or
task and seems to be hesitant
to move forward
D1 Enthusiastic Beginner
Needs S1, someone to
 Clarify goals and timelines
 Show them HOW
 Tell them what a good job looks like
 Provide examples
D2 Disillusioned Learner
Needs S2, someone to
 Listen to emotions
 Reteach, give examples
 Explain “why”
 Provide mentoring
Regarding this particular
goal or task
If the person
 Could show you an
example of how to do the
goal or task
 Has been successful at
THIS particular goal or
task in the past
 Could teach someone else
how to successfully do the
goal or task
Low Commitment
 Is somewhat challenged by
the goal or task
 Is sometimes cautious about
moving forward
High Commitment
 Is both confident and
motivated to do the goal or
task
 Demonstrates expertise
D3 Capable, but Cautious, Performer
Needs S3, someone to
 Ask for best ideas from him/her
 Build their confidence
 Celebrate/analyze past successes
D4 Self-Reliant Achiever
Needs S4, someone to
 Recognize their achievements
 Value their contribution
 Ask them to share their vision for the future
 Share expertise
Write your own development level story and be prepared to share.

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The Enthusiastic Beginner
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The Four Development Levels
Descriptors or Characteristics
 Hopeful
 Inexperienced
 Curious
 New/unskilled
 Optimistic
 Excited
 Eager
 Enthusiastic

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The Disillusioned Learner
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The Four Development Levels
Descriptors or Characteristics
 Overwhelmed
 Confused
 Demotivated
 Demoralized
 Frustrated
 Disillusioned
 Discouraged
 Flashes of competence

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The Capable, but Cautious, Performer
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The Four Development Levels
Descriptors or Characteristics
 Self-Critical
 Cautious
 Doubtful
 Capable
 Contributing
 Insecure
 Tentative/unsure
 Bored/apathetic

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The Self-Reliant Achiever
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The Four Development Levels
Descriptors or Characteristics
 Justifiably confident
 Consistently competent
 Inspires/inspires others
 Expert
 Autonomous
 Self-assured
 Accomplished
 Self-reliant/self-directed

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Watch Out For Traps!
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Advanced Diagnosis
Diagnosis #1 – The Halo/Horns Trap
• She’s so smart, I’m sure she’ll pick this up on her own!
OR
• She’ll never get it!
Diagnosis #2
• Once a D4, always a D4!
Diagnosis Trap #3 – Should Know
• Should Know is irrelevant in Diagnosis. The real issue
is, do you have hands-on evidence that the person
has ever performed this task successfully?

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 Remember: Diagnose demonstrated knowledge and skills,
not potential.
 To do this, you might ask:
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Advanced Diagnosis
1. Have you done this exact task before?
2. Could you show someone step-by-step, or teach them
how to do the task?
3. Do you have an example?

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The Situational Leadership II Model

21. The SLII Model:
The Second Skill - Flexibility
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 Think about your story. What did you need at this level to become
successful at a particular task?
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So…What Did You Need?
• Enthusiastic BeginnerD1
• Disillusioned LearnerD2
• Capable, but Cautious PerformerD3
• Self-Reliant AchieverD4

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How does Diagnosis relate to leadership? Let’s look again at our
definition of leadership:
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The SLII Model: The Second Skill - Flexibility
D E F I N I T I O N
Leadership: This is an influence process. It is working with people to
accomplish their goals and the goals of the organization.
Different development levels require different leadership styles.
Some development levels require more direction, others more support.
D E F I N I T I O N
Flexibility: The ability to use a variety of leadership styles
comfortably.

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Directive Behavior is the extent to which a leader
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Defining Directive Behavior
 Sets goals and clarifies expectations
 Tells and shows an individual what to do, and when
and how to do it
 Closely supervises, monitors, and evaluates
performance
Goal setting and showing how are the two most important Directive Behaviors.
Five Key Words for Directive Behavior
Structure Supervise
Organize
Evaluate
Teach

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Supportive Behavior is the extent to which a leader
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Defining Supportive Behavior
 Engages in two-way communication
 Listens and provides support and encouragement
 Involves the other person in decision making
Listening and encouraging self-reliant problem solving are the two most
important Supportive Behaviors.
Five Key Words for Supportive Behavior
Encourage Explain
(why)
Ask
(for input)
Listen
Facilitate
(problem solving)
 Encourages and facilitates self-reliant problem solving

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Directive Behavior and Supportive Behavior are the core of the four
leadership styles in the Situational Leadership II Model.
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Core of the Four Leadership Styles in SLII
 Style 1 uses high Directive
Behavior and low
Supportive Behavior
 Style 2 uses high
Supportive Behavior while
continuing the use of high
Directive Behavior
 Style 3 eases off on the
use of Directive Behavior
while continuing to use
high amounts of
Supportive Behavior.
 Style 4 uses low amounts
of both Directive and
Supportive Behavior.

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Leadership Styles Role Play
S3
S1S4
S2
Low Supportive and
Low Directive
Behavior
High Directive and
Low Supportive
Behavior
High Directive and
High Supportive
Behavior
High Supportive and
Low Directive
Behavior
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
S
U
P
P
O
R
T
I
V
E
B
E
H
A
V
I
O
R

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Leadership Style AnalysisD E F I N I T I O N
Leadership style: Patterns of influence behavior you use with others
over time, as perceived by them.
Leadership Style Barriers to Use Benefits of Using
Delegating
main goal of style
Supporting
main goal of style
Coaching
main goal of style
Directing
main goal of style
Remember those
diagnosis traps?
What myths regarding
leadership styles might also
trap you? (i.e., it’s
condescending to tell someone
what to do; capable people
prefer or deserve to be left
alone and this person has so
much experience, how could I
add value when they know
more than I do.
Build competence
Build confidence
Build self-reliance
Build …

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 Self-Study
– Read and analyze Bill Smith Case Study.
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Case Study Review

30. The SLII Model:
The Third Skill –
Partnering for Performance
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31. 2015 Human Resources - Confidential
The third skill of Situational Leadership II is
Partnering for Performance
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The SLII Model: The Third Skill –
Partnering for Performance
D E F I N I T I O N
Partnering for Performance: The ability to reach agreements with
people about their development level and the leadership style
needed to help them achieve individual and organization goals.
Get agreement
on
Partnering = Getting permission and gaining cooperation!
Goals
Development
Level
Leadership
Style
How to stay
in touch
Leadership
Behavior

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To resolve a disagreement about development level
 Think about the individual’s demonstrated knowledge and
skills, motivation, and confidence on a goal or task.
 Make a preliminary diagnosis.
 Try to gain the individual’s agreement with your diagnosis.
 Get the individual’s permission to allow you to help develop
his or her competence and commitment.
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Steps for Resolving a Disagreement about
Development Level

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Regression happens when individuals have demonstrated
competence and commitment on a task or goal in the past, but their
current performance is getting worse.
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The Regressive Cycle

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 Do your homework. Start with Style 3.
 If the performance or commitment problem persists, go to Style 2
and reset the goal, then redirect.
 Spend more time observing and monitoring performance. Be sure
to give more frequent feedback on performance.
 If necessary, describe the negative consequences of continued
low performance.
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Steps for Managing Regression

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 Purpose
– To provide a structure for opening up communication and
monitoring performance.
 Guidelines
– Standing meeting between manager and direct report
– 15–30 minutes every other week
– Initially focused on getting agreements on priorities; the
agenda is primarily driven by the direct report
– Documented
– Top priority
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One on One Meetings