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SITUATIONAL LEADERSHIP II ®

Ken Blanchard
Patricia Zigarmi
Drea Zigarmi
Victoria Halsey
 Situational Leadership® II Model
Leadership Styles
HI GH

High Supportive High Directive

and G and
Low Directive High Supportive

CO
TI
Behavior Behavior

AC
P OR

H
S U P P O R T I V E B E H AV I O R

I NG
SUP

S3 S2

S4 S1
G

DIR
TIN
GA

EC
N
TI
LE

DE Low Supportive High Directive

G
and and
Low Directive Low Supportive
Behavior Behavior

LOW D I R E C T I V E B E H AV I O R H IG H

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels
 Learn a new language of leadership

SITUATIONAL LEADERSHIP II ®

Increase the quality and quantity

of conversations

Develop others’ self-reliance

Best Leader/Worst Leader
Describe your worst leader and best leader in terms of the behaviors they use(d). Then, describe
the impact of these behaviors on you.

My Worst Leader My Best Leader

Behaviors Behaviors
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________

Reactions Reactions
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________

The Impact of Leadership Behavior on Contribution

Appraisals of Sense of Intentions Behaviors Results

Leadership Well-Being
Behavior

• To do above-
average work
• To give
discretionary effort
• To be a good
corporate citizen
• To stay
• To endorse

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 SLX is a global, matrixed organization that is redesigning and
reconstructing its facilities to make them more environmentally
The SLX Story friendly—or “green.” There are three projects underway—in
Seattle, Berlin, and Hong Kong.

SLX Cast of Characters

Katherine
Executive Leader
of Seattle, Berlin, and
Hong Kong Projects Ian
CEO

Drew Bob Susan Jacinta

Team Lead, Seattle Project Team Lead, Hong Kong Project Bob’s Wife Team Lead, Berlin Project

Ryan Juan Mark Ling Greta

Construction Engineer Energy Conservation Specialist Design Engineer Government Liaison Financial Analyst

Dana Elliot
Financial Analyst Engineering Consultant

The Dilemma
The Hong Kong project is behind schedule and has not been approved by the Hong Kong
government for two reasons: Mark’s design for the cooling system has been rejected three times;
and Juan is pushing for higher environmental standards that have not been approved.

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Best Leader/Worst Leader in Action

GOAL: To work with his team to solve the Hong Kong

cooling system problem, so that the design can be
resubmitted for approval in the next month
Mark

Clues about Competence

___________________________ ____________________________
Scene
1
___________________________ ____________________________
___________________________ ____________________________

How competent is Mark on this goal?

Moderately Somewhat Not
Competent --------- --------- ---------
Competent Competent Competent

Clues about Commitment (motivation and confidence)

___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

How committed is Mark on this goal?

Very Somewhat Not
--------- ---------
Committed Committed Committed

What does Mark need?

___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

Mark is about to meet with Jacinta, who runs

the Berlin project, but also leads the design
engineering function.
Jacinta

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 What did Jacinta do?
___________________________ ____________________________
Scene
2
___________________________ ____________________________

How did Mark feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

What did Jacinta do?

Scene
___________________________ ____________________________
3
___________________________ ____________________________

How did Mark feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

Why care about how Mark feels?

___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

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Three Skills of a Situational Leader

1 Goal Setting
Aligning on what needs to be done, when

Alignment
Diagnosing
Collaboratively assessing an individual’s
competence and commitment on a specific
goal or task

3 Matching
Using a variety of leadership styles,
comfortably, to provide individuals with
what they need

Situational Leadership® II isn’t something you do to people;

it’s something you do with people.

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 Six SLII Conversations

Style 3 Style 2
Conversations Conversations

One on One Alignment

Conversations Conversations

Style 4 Style 1
Conversations Conversations
Team Member-Led Leader-Led

Leader-Led Alignment Conversations are used to set SMART goals and tasks and to discuss the
leadership style match for development level.

The four Style Conversations are used to develop competence and commitment.

Team Member-Led One on One Conversations help the leader provide team members with the
leadership style response they want.

In these six conversations, Situational Leaders use the three skills of a Situational Leader to align
on goals, development levels, and leadership styles.

The Value of a Common Language

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1 Goal Setting
the first skill of a situational leader
 SMART Goals

SMART Goals and Tasks are

S Specific
• What exactly is the goal or task?
• What does a good job look like?
• When does the goal or task need to be accomplished?

M Motivating
• Is the goal or task meaningful for the individual?
• Will working on this goal build competence and commitment?
• Will working on this goal add or drain energy?

A Attainable
• Is the goal realistic, reasonable, and achievable?
• Is the goal within the individual’s control?

R Relevant
• Is the goal or task meaningful work for the organization?
• Is the goal or task aligned with organization and work team goals?
• Is the goal or task a high priority in relation to other goals?

T Trackable
• How will progress and results be measured and tracked?

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Examples of SMART Goals and Tasks

Goal Goal
To win approval for the higher standards on the To increase the number of positive customer
new building design within the next two months comments by 30% over the next six months,
from an average of 3 per employee to 3.9 per
employee as measured by customer feedback

Specific? Yes No Specific? Yes No

Goal Task
To get a sign-off on the new environmental To organize a workshop to orient and mentor
standards by May in order to “fix” the new engineers within the next three months so
engineering design on the new building that they contribute more skills sooner

Specific? Yes No Specific? Yes No

Goal Task
To submit accurate and timely financials on To organize four forums over the next year to
a bimonthly basis for the next 12 months as promote sharing of best practices across the
measured by end-user feedback company

Specific? Yes No Specific? Yes No

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 Make Your Goals SMART Worksheet

Goal Setting

As part of your LAUNCH assignments, you

1. Thought of an individual you lead who has the potential to develop
2. Identified three goals or key tasks that you would like this person to accomplish
3. Wrote each goal or task in terms of a “what needs to be done, when” statement

Now, rewrite each goal or task to be Specific and Trackable.

Think about how Relevant, Attainable, and Motivating each goal or task will be.

Goals for

Goal or Task Goal or Task Goal or Task

S What is the goal or task; when is it due? S What is the goal or task; when is it due? S What is the goal or task; when is it due?
T How will the goal or task be measured? T How will the goal or task be measured? T How will the goal or task be measured?

Ask yourself: Is the goal or task … Ask yourself: Is the goal or task … Ask yourself: Is the goal or task …

R Relevant to the organization? R Relevant to the organization? R Relevant to the organization?

A Attainable for the individual? A Attainable for the individual? A Attainable for the individual?
M Motivating to the individual? M Motivating to the individual? M Motivating to the individual?

Prior to finalizing the goals or tasks, be sure to have a discussion with this individual about how
Relevant, Attainable, and Motivating each will be.

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SLII Worksheet

1 Goal Setting 2 Diagnosing

Identify Diagnose Confirm
3 Matc
Match
Goal or Task Competence and Commitment Development Level Leadership S

Goal or Task Competence Commitment Development Level Leadership

Low Low D S
Some High Variable High
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S
Knowledge/Skills Motivation
Oversupervising
Transferable Skills Confidence
or Undersupervisin

Goal or Task Competence Commitment Development Level Leadership

Low Low D S
Some High Variable High
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S
Knowledge/Skills Motivation
Oversupervising
Transferable Skills Confidence
or Undersupervisin

Goal or Task Competence Commitment Development Level Leadership

Low Low D S
Some High Variable High
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S
Knowledge/Skills Motivation
Oversupervising
Transferable Skills Confidence
or Undersupervisin

COMPETENCE COMMITMENT DEVELOPMENT

SMART goals are Goal-SpecificTransferable Quality of LEVEL S3
Skills Skills Motivation Confidence D4 D3 D2 D1 N
G

CO
TI

A
POR

D4
SPECIFIC HIGH LOW
SUP

D4/3
D3/4 If split diagnosis, what
HIGH HIGH LOW
MOTIVATING
G

LOW D3
is performance trend?
TIN

D3
GA

HIGH HIGH LOW

LE

ATTAINABLE LOW HIGH

HIGH
D3/2
D2/3 = higher
DE

S4 S
HIGH LOW
LOW D2/3 development level
RELEVANT LOW
HIGH
HIGH
LOW
D1
HIGH LOW
D1/2
or = lower
TRACKABLE LOW
HIGH
LOW
D2
D2 development level
HIGH HIGH
LOW D1
LOW
HIGH D1/2
Get agreement LOW D2/1 Get agreement Get agreem
D2

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 Name Date

3 Matching
Match Choose
pment Level Leadership Style Leadership Behaviors

pment Level Leadership Style DIRECTIVE BEHAVIORS SUPPORTIVE BEHAVIORS

Listen to concerns
S Set SMART goals
Facilitate problem solving
Show and tell how
gnosis, what is
rmance trend? Current: S Establish timelines Ask for input
Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

pment Level Leadership Style DIRECTIVE BEHAVIORS SUPPORTIVE BEHAVIORS

S Set SMART goals Listen to concerns

Show and tell how Facilitate problem solving
gnosis, what is
rmance trend? Current: S Establish timelines Ask for input
Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

pment Level Leadership Style DIRECTIVE BEHAVIORS SUPPORTIVE BEHAVIORS

S Set SMART goals Listen to concerns

Show and tell how Facilitate problem solving
gnosis, what is
rmance trend? Current: S Establish timelines Ask for input
Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

3 D2 D1 S3 G
S2 High Supportive High Directive
N

CO

S3 S2
TI

AC
POR

Low Directive High Supportive

H
I NG
SUP

agnosis, what
G

mance trend?
DIR
TIN

Low Supportive High Directive

S4 S1
GA

EC

N
TI
LE

DE G
Low Directive Low Supportive
her S4 S1
opment level

= lower D4 D3 D2 D1
opment level

greement Get agreement Get agreement

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The SLX Story

1. What went wrong?

2. What was Katherine’s goal for Bob?

Was Bob aligned with the goal? Yes No

3. What was Katherine’s goal for Elliot?

Was Elliot aligned with the goal? Yes No

Was Bob aligned with Katherine on Elliot’s goal? Yes No

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 4. What was Bob’s goal for Elliot?

Was Elliot aligned with the goal? Yes No

5. What is the impact of a lack of clarity or alignment?

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2 Diagnosing
the second skill of a situational leader
Diagnosing—Collaboratively assessing
an individual’s competence and commitment
on a specific goal or task
Diagnosing Competence Competence is not
potential!
Competence is an individual’s

1. Demonstrated goal- or task-specific knowledge

and skills
2. Demonstrated transferable knowledge and skills

Demonstrated goal- or task-specific knowledge and skills

Goal- or task-specific knowledge and skills represent expertise that comes from learning and
experience. When someone has demonstrated goal- or task-specific knowledge and skills, he
or she
■■ Understands what the goal requires (what)
■■ Can describe what a good job looks like (what)
■■ Has successfully done the goal or task before (what)
■■ Can show examples of work (what)
■■ Can describe how to achieve the goal (how)
■■ Knows how long it takes to achieve the goal (how)
■■ Could teach someone how to do this goal or task (how)
Demonstrated transferable knowledge and skills
Transferable knowledge and skills are generic skills that can be used in many situations, on
different goals. Examples of transferable knowledge and skills are

■■ Company knowledge ■■ Culture knowledge

■■ Networking skills ■■ Interpersonal skills
■■ Technology skills ■■ Influencing skills
■■ Planning skills ■■ Project-management skills
■■ Time-management skills ■■ Problem-solving skills
■■ ______________________ ■■ ______________________

Other Situational Variables Urgency • Complexity • Goal or task importance • Cultural leadership

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 Diagnosing Commitment Don’t confuse
commitment with
Commitment is an individual’s competence!
1. Motivation to perform the goal or task
2. Confidence to perform the goal or task

Motivation
Motivation is the quality of an individual’s interest in and enthusiasm for the goal or task.
If someone is motivated, he or she is
■■ Energized about the goal
■■ Focused on the goal
■■ Positive about the goal
■■ Passionate about the goal
Confidence
Confidence is an individual’s feeling of being able to achieve a goal or perform a task well
without a lot of direction or support from his or her leader. If someone is confident on a goal
or task, he or she is
■■ Self-assured
■■ Independent
■■ Self-reliant
■■ Willing to initiate
Development Levels

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels

style preferences • Organizational leadership style preferences • Competing priorities • Other external factors

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My Own Development Level Story
1. Identify a goal, task, or skill that you are now completely competent at doing, but at one time
you could not do at all, and learning how to do it took some time and effort.
2. Describe how you felt and what you did at each stage of your development. In the appropriate
columns, use pictures, words, or phrases to describe your experience.

Goal or Task _______________________________________________________________________________

D4 High Competence
High Commitment
D3 Moderate to High Competence
Variable Commitment
When the task was easy and you could do it without any When you could do the task but weren’t consistently confident
supervision; you could mentor others about your ability to do it

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 D2 Low to Some Competence
Low Commitment
D1 Low Competence
High Commitment
When you really wanted to quit doing the task Before you actually started the task; you were thinking about
or were frustrated doing it, were getting ready to start, or you had just begun to
work on it

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 D4 D3 D2 D1
Development Levels High
Competence
Moderate to High
Competence
Low to Some
Competence
Low
Competence

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels

Development Level Descriptors

D4 High Competence
High Commitment
D3 Moderate to High Competence
Variable Commitment
Competence Competence
■■ Accomplished ■■ Demonstrated competence; experienced
■■ Consistently competent ■■ Makes productive contributions
■■ Recognized by others as an expert ■■ Generally skillful and adept

Commitment Commitment
■■ Self-reliant; autonomous ■■ Sometimes hesitant, unsure, tentative
■■ Justifiably confident; self-assured ■■ Not always confident; self-critical
■■ Inspired; inspires others ■■ May be bored or apathetic

Self-Reliant Capable, but

Achiever Cautious, Contributor

Is successful;
knows how

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 Development level is
goal or task specific!

Individuals can start out at D2

if they have low competence
and lack commitment.

D2 Low to Some Competence

Low Commitment
D1 Low Competence
High Commitment
Competence Competence
■■ Has some knowledge and skills; learning; not ■■ New to the goal or task
competent yet
■■ Inexperienced
■■ Doesn’t know how to move forward ■■ Don’t know what they don’t know
■■ Inconsistent performance and progress

Commitment Commitment
■■ Discouraged and frustrated; may be ready ■■ Eager to learn; curious; willing to take
to quit direction
■■ Overwhelmed; demotivated ■■ Enthusiastic; excited
■■ Confused and concerned; afraid of making ■■ Confident about transferable skills and
mistakes confident learning won’t be difficult

Disillusioned Enthusiastic
Learner Beginner

Is learning;
doesn’t know how

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D1—Enthusiastic Beginner

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

D1 Needs
DEVELOPED DEVELOPING

D1 Development Levels

■■ Acknowledgment for transferable skills,

enthusiasm, and initiative
■■ SMART goals
■■ Timelines and check-in points
■■ Priorities
■■ Role clarity
■■ Limits to autonomy/authority
■■ A step-by-step plan for learning
■■ Direction about what and how; training
■■ Concrete examples/templates
■■ Solutions to problems
■■ Opportunities to practice
■■ Access to resources and information
■■ Lots of feedback on progress

Development level is
goal or task specific!

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 D2—Disillusioned Learner

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

D2
DEVELOPED DEVELOPING

D2 Needs Development Levels

■■ Someone to listen to concerns

■■ More clarity on goals and roles
■■ Perspective
■■ Explanations of why; rationale
■■ Opportunities to be involved in problem solving
and decision making
■■ Alternatives; advice
■■ More direction about how
■■ Coaching to refine skills
■■ Feedback on work
■■ Reassurance and encouragement

Development level is
goal or task specific!

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D3—Capable, but Cautious, Contributor

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

D3
DEVELOPED DEVELOPING

D3 Needs Development Levels

■■ Opportunities to demonstrate competence

■■ Opportunities to express feelings and concerns
■■ Opportunities to test ideas; a sounding board
■■ Good questions about the work being done
■■ A vote of confidence and encouragement
■■ Opinions about ideas, if asked; help in
getting something done, if needed
■■ Reminders of past successes
■■ Acknowledgment of high levels of competence
and contribution
■■ Suggestions for making the goal more interesting
or challenging (if motivation is low)

Development level is
goal or task specific!

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 D4—Self-Reliant Achiever

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

D4
DEVELOPED DEVELOPING

D4 Needs Development Levels

■■ Trust
■■ Visibility as a contributor/an expert
■■ Opportunities to be creative and innovative
■■ Autonomy; influence
■■ Opportunities to grow
■■ Opportunities to teach and mentor others
■■ Resources to perform at D4, if requested
■■ To be valued for contributions

Development level is
goal or task specific!

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The SLX Story

1. What went wrong?

2. What was Bob’s development level as a team leader before Elliot arrived?
D4 D3 D2 D1
What evidence do you have?

3. What was Bob’s development level as a team leader after Elliot arrived?
D4 D3 D2 D1
What evidence do you have?

4. What was Elliot’s development level as a cooling system design engineer?

D4 D3 D2 D1
What evidence do you have?

5. What was Elliot’s development level as a team member?

D4 D3 D2 D1
What evidence do you have?

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 Resolving Disagreements about Development Level

To resolve disagreements about development level …

Reclarify the goal

1

Ask for “evidence” of demonstrated task

knowledge and skills 2

Benchmark the person’s performance against

exemplary performance 3

If there is still disagreement, go with the person’s perception of his or

her development level with a shorter-than-normal timeline 4

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SLII Game

Development
Points
Level
1

10

SLII Situation 1
®

One of your team members has just been appointed to her first
team leader position. She is excited about her new job and wants to
begin setting goals with her people. Unfortunately, she has no formal
management training and does not understand how to write SMART
goals. Time is of the essence because yearly performance plans are due
in three weeks.
SITUATIONAL LEADERSHIP ® II
SLII Game
®

Diagnosing
1. What is the goal?
2. What is the individual’s competence?
3. What is the individual’s commitment?
4. What is the individual’s development level on the goal?

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence
Diagnosing

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels

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 Development
A, B, C, or D? Points
Level
1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

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Revisiting the SLII Fitness Test

1 = Almost Never 2 = Infrequently 3 = Occasionally 4 = Sometimes 5 = Almost Always 6 = Always

less than 10% less than 25% less than 50% more than 50% more than 75% more than 90%
of the time of the time of the time of the time of the time of the time

Rate yourself on Goal Setting. 1 2 3 4 5 6

My team members would say that …

1. We have clear agreements about their goals.

2. We align on their goals.

3. They understand how their goals are related to the

organization’s goals.

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 1 = Almost Never 2 = Infrequently 3 = Occasionally 4 = Sometimes 5 = Almost Always 6 = Always

less than 10% less than 25% less than 50% more than 50% more than 75% more than 90%
of the time of the time of the time of the time of the time of the time

Rate yourself on Diagnosing. 1 2 3 4 5 6

My team members would say that …

4. I help them assess their motivation on their goals.

5. I assess their confidence on their goals.

6. I understand what they need from me as a leader to achieve

their goals.

Which competencies will I focus on?

1 4

2 5

3 6

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3 Matching
the third skill of a situational leader
To Match, you have to be flexible.
Flexibility—The ability to use
a variety of leadership styles, comfortably

Flexible leaders use Directive and Supportive Leadership Behaviors.

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 Directive Leadership Behaviors—Actions that shape and control what, how,
and when things are done

Five Key Words for Directive Behavior

• Structure
• Define
• Organize
• Teach
• Monitor

7 Directive Leadership Behaviors

1. Setting SMART goals—defining what the goal is and what

Rate Your Competence
Low 1–5 High

a good job looks like

2. Showing and telling how

3. Establishing timelines

4. Identifying priorities

5. Clarifying roles—identifying responsibilities, determining limits

of autonomy/authority, and clarifying how decisions will be made

6. Developing action plans—organizing a plan for learning

7. Monitoring and tracking performance

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 Supportive Leadership Behaviors—Actions that develop mutual trust and
respect, resulting in increased motivation and confidence

Five Key Words for Supportive Behavior

• Listen
• Facilitate (problem solving)
• Ask (for input)
• Explain (why)
• Encourage

7 Supportive Leadership Behaviors

1. Listening—to the individual’s concerns (job related or personal);

Rate Your Competence
Low 1–5 High

then, paraphrasing or reflecting on their feelings

2. Facilitating self-reliant problem solving—asking what and how

questions to help define a problem, generate and evaluate
alternatives, and choose a solution

3. Asking for input—involving the individual in decision making by

asking for opinions and suggestions

4. Providing rationale—explaining why; providing perspective

5. Acknowledging and encouraging—expressing appreciation;

reassuring

6. Sharing information about the organization—encouraging open

communication and the free flow of ideas

7. Sharing information about self—building trust and rapport by

disclosing information about self and sharing personal stories
and insights

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 Leadership Styles

Leadership Styles
H IGH

High Supportive High Directive

and G and

S3 Low Directive High Supportive

S2

CO
TI
Behavior Behavior

AC
“Let’s talk, you decide.” P OR “Let’s talk, I’ll decide.”

H
S U P P O R T I V E B E H AV I O R

I NG
SUP

S3 S2

S4 S1
G

DIR
TIN
GA

S4 EC N S1
TI
LE

DE Low Supportive High Directive

G
and and
“You decide.” Low Directive Low Supportive
“I’ll decide.”
Behavior Behavior

LOW D I R E C T I V E B E H AV I O R HIGH

Low Direction or Support

≠
NO Direction or Support

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 39
 In all four styles, the leader

1 Sets goals

2 Stays connected

3 Gives feedback

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 40
 Situational Leadership® II Model
Leadership Styles
HIGH

High Supportive High Directive

and G and
Low Directive High Supportive

CO
TI
Behavior Behavior

AC
P OR

H
S U P P O R T I V E B E H AV I O R

I NG
SUP

S3 S2

S4 S1
G

DIR
TIN
GA

EC N
TI
LE

DE Low Supportive High Directive

G
and and
Low Directive Low Supportive
Behavior Behavior

LO W D I R E C T I V E B E H AV I O R HIGH

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 41
Best Leader/Worst Leader in Action

Goal: To compile team members’ cost projections

into accurate biweekly forecasts for the Hong Kong
project
Dana

Clues about Competence

___________________________ ____________________________
Scene
1
___________________________ ____________________________
___________________________ ____________________________

How competent is Dana on this goal?

Moderately Somewhat Not
Competent --------- --------- ---------
Competent Competent Competent

Clues about Commitment (motivation and confidence)

___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

How committed is Dana on this goal?

Very Somewhat Not
--------- ---------
Committed Committed Committed

What is Dana’s development level on this goal? D4 D3 D2 D1

What does Dana need?

___________________________ ____________________________
___________________________ ____________________________

Dana is about to meet with her former mentor,

Greta. Greta reports to Jacinta on the Berlin
project.
Greta

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 What did Greta do?
___________________________ ____________________________
Scene
2
___________________________ ____________________________

What leadership style did Greta use? S4 S3 S2 S1

How did Dana feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

What did Greta do?

___________________________ ____________________________
Scene
3 ___________________________ ____________________________

What leadership style did Greta use? S4 S3 S2 S1

How did Dana feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

What impact would this conversation have on intentions, behavior, and results?
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 43
 Situational Leadership® II Model
Leadership Styles
HI GH

High Supportive High Directive

and G and
Low Directive High Supportive

CO
TI
Behavior Behavior

AC
P OR

H
S U P P O R T I V E B E H AV I O R

I NG
SUP
S3 S2

S4 S1
G

DIR
TIN
GA

EC
N

TI
LE

DE Low Supportive High Directive

G
and and
Low Directive Low Supportive
Behavior Behavior

LOW D I R E C T I V E B E H AV I O R H IGH

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels

There is no best The right style

leadership style is a MATCH

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 45
 S3 S2
Supporting Coaching

S3 Intention S2 Intention
Build confidence in Re-energize and reteach
competence

How How
1. Ask D3 for input about 1. Explore concerns and
what and how encourage
2. Listen and encourage 2. Explain why
3. Facilitate problem solving 3. Redirect and reteach
by asking open-ended
4. Involve in problem
questions
solving

S4 S1
Delegating Directing

S4 Intention S1 Intention
Value contribution Help others build
competence

How How
1. Acknowledge expertise 1. Acknowledge transferable
skills and/or commitment
2. Support autonomy
2. Give direction about what,
3. Invite innovation and
how, and when
ongoing learning
3. Check in frequently

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 46
 A Leader Has Three Choices
A leader can

1. Match
2. Oversupervise
3. Undersupervise

Oversupervision (Using Style 1 or Style 2 with Undersupervision (Using Style 3 or Style 4

an individual at D3 or D4) with an individual at D1 or D2)

Why Match?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 47
Best Leader/Worst Leader in Action

Goal: To win approval for the higher standards on

the Hong Kong building design in the next month
Juan

Clues about Competence

___________________________ ____________________________
Scene
1
___________________________ ____________________________
___________________________ ____________________________

How competent is Juan on this goal?

Moderately Somewhat Not
Competent --------- --------- ---------
Competent Competent Competent

Clues about Commitment (motivation and confidence)

___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

How committed is Juan on this goal?

Very Somewhat Not
--------- ---------
Committed Committed Committed

What is Juan’s development level on this goal? D4 D3 D2 D1

What does Juan need?

___________________________ ____________________________
___________________________ ____________________________

Juan is about to meet with his colleague, Ling.

Ling is responsible for securing government
approval for the Hong Kong project.
Ling

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 What did Ling do?
___________________________ ____________________________
Scene
2 ___________________________ ____________________________

What leadership style did Ling use? S4 S3 S2 S1

How did Juan feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

Did Ling oversupervise or undersupervise? Oversupervise Undersupervise

What did Ling do?

___________________________ ____________________________
Scene
3 ___________________________ ____________________________

What leadership style did Ling use? S4 S3 S2 S1

How did Juan feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

What impact would this conversation have on intentions, behavior, and results?
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 49
Best Leader/Worst Leader in Action

Goal: To recruit new talent for SLX, finding 10 new

candidates, by making six college visits over three
months
Ryan

Clues about Competence

___________________________ ____________________________
Scene
1
___________________________ ____________________________
___________________________ ____________________________

How competent is Ryan on this goal?

Moderately Somewhat Not
Competent --------- --------- ---------
Competent Competent Competent

Clues about Commitment (motivation and confidence)

___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

How committed is Ryan on this goal?

Very Somewhat Not
--------- ---------
Committed Committed Committed

What is Ryan’s development level on this goal? D4 D3 D2 D1

What does Ryan need?

___________________________ ____________________________
___________________________ ____________________________

Ryan, an engineer on the Seattle project, is about to

meet with Drew, who leads the Seattle project. This
conversation is not about the Seattle project but
about another task Ryan has—college recruiting.
Drew

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 50
 What did Drew do?
___________________________ ____________________________
Scene
2
___________________________ ____________________________

What leadership style did Drew use? S4 S3 S2 S1

How did Ryan feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

Did Drew oversupervise or undersupervise? Oversupervise Undersupervise

What did Drew do?

___________________________ ____________________________
Scene
3
___________________________ ____________________________

What leadership style did Drew use? S4 S3 S2 S1

How did Ryan feel at the end of the conversation?

___________________________ ____________________________
___________________________ ____________________________

What impact would this conversation have on intentions, behavior, and results?
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 51
Match-Mismatch Observation Sheet
Conversation 1 Match Mismatch

How did you feel during and after the conversation?

How would you describe the other person?

What would be the impact of this conversation?

Conversation 2 Match Mismatch

How did you feel during and after the conversation?

How would you describe the other person?

What would be the impact of this conversation?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 52
 Conversation 3 Match Mismatch

How did you feel during and after the conversation?

How would you describe the other person?

What would be the impact of this conversation?

Conversation 4 Match Mismatch

How did you feel during and after the conversation?

How would you describe the other person?

What would be the impact of this conversation?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 53
Match-Mismatch Learnings
1. How does it feel to be mismatched (oversupervised or undersupervised)?

2. What is the impact of a mismatch? What does a mismatch cost?

3. What is the impact of a match?

4. What are the nonverbal cues that signal a match or a mismatch (oversupervision
or undersupervision)?

Match Mismatch

5. Which conversations—a match, oversupervision, or undersupervision—take the least time?

The most time?

Least Most
■■ Match ■■ Match
■■ Oversupervision ■■ Oversupervision
■■ Undersupervision ■■ Undersupervision

6. Whose time is being wasted in a mismatch? Leader Team Member

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 54
 The SLX Story
1. What leadership style did Katherine use
with Bob as a team leader before Elliot
joined the Hong Kong project team? S4 S3 S2 S1
Was it a match? Yes No

2. What leadership style did Katherine use with Bob as a team leader after Elliot joined the team?
S4 S3 S2 S1 Was it a match? Yes No

3. What leadership style did Bob need from Katherine after Elliot joined Bob’s team?
S4 S3 S2 S1 Why? _____________________________________

4. What leadership style did Bob use with Elliot as a cooling system design engineer?
S4 S3 S2 S1 Was it a match? Yes No

5. What leadership style did Bob use with Elliot as a team member?
S4 S3 S2 S1 Was it a match? Yes No

6. What leadership style should Bob have used with Elliot as a cooling system design engineer?
S4 S3 S2 S1

7. What leadership style should Bob have used with Elliot as a team member?
S4 S3 S2 S1

8. Who is responsible for Bob leaving the company? Why?

9. Why didn’t Bob share his feelings with Katherine?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 55
The SLX Story Reprise
1. What went right in the conversation between
Katherine and Bob?

2. What went right in the conversation between

Bob and Elliot?

What Does Good Alignment Look Like?

You agree on

1. Goals
2. Development Level
3. Leadership Style

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 56
 Alignment Conversation Checklist

Juan’s Goal: To organize four engineering forums

over the next year to promote the sharing of best
practices across the company
Juan Drew

Check
if Done

Was the meeting purpose clarified at the beginning of the meeting?

Did the leader and the individual contributor align on the goal(s)?
Did the leader and the individual contributor align on development level?
Did the leader and the individual contributor align on the matching leadership style?
Did the leader and the individual contributor discuss their roles and next steps for
a match?
Were follow-up conversations calendared?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 57
Get Agreement Statements

“Since you haven’t done this

D1 before, would it be helpful S1
if I provided you with some
direction, resources, and
information?”

“Since you’re still learning,

D2 and may be discouraged, S2
would it be helpful if I
continue to provide you with
some direction? And I’d also
like to hear your ideas.”

“Since you know how to do

D3 this, what you need me to S3
do is listen, rather than give
advice, right?”

“I know you’re taking the

D4 lead, but I’m here, when and S4
if you need me.”

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 Revisiting the SLII Fitness Test

1 = Almost Never 2 = Infrequently 3 = Occasionally 4 = Sometimes 5 = Almost Always 6 = Always

less than 10% less than 25% less than 50% more than 50% more than 75% more than 90%
of the time of the time of the time of the time of the time of the time

Rate yourself on Matching. 1 2 3 4 5 6

My team members would say that …

7. I shift my style depending on their needs on the goal they are

working on.

8. I can be directive when direction is needed.

9. They can count on me to teach them how to do a specific goal

if they have low competence on it.

10. I can be supportive when support is needed.

11. I tend to listen to all their ideas rather than provide advice if
they can do the goal, but lack confidence.

12. I will provide both direction and support if they are

discouraged in learning a new skill.

13. At times, I don’t provide enough direction.

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 59
Revisiting the SLII Fitness Test

1 = Almost Never 2 = Infrequently 3 = Occasionally 4 = Sometimes 5 = Almost Always 6 = Always

less than 10% less than 25% less than 50% more than 50% more than 75% more than 90%
of the time of the time of the time of the time of the time of the time

Rate yourself on Matching. 1 2 3 4 5 6

My team members would say that …

14. At times, I don’t provide enough support.

15. I meet regularly with them so that they can ask for the direction
and support they need.

16. I consistently have high-quality conversations with them.

17. They trust me.

18. I invite feedback about how I could be more effective as a

leader.

Which competencies will I focus on?

7 11 15

8 12 16

9 13 17

10 14 18

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 60
 LBAII Insights ®

1. What is your primary style(s)? S4 S3 S2 S1

2. To what extent do you feel you are competent with that style?
D4 ------------------- D3 --------------------- D2 -------------------- D1
I’m really good at it. I’m pretty good at it. I’m developing my I love using it, but may not
competence and comfort be competent at it.
with it.

3. What is your secondary style(s)? S4 S3 S2 S1

4. How flexible are you?

I-----------------I-----------------I----------------I----------------I------------------I---------------I
Inflexible Very Flexible

5. How effective are you at matching your style to development level?

I-----------------I-----------------I----------------I----------------I------------------I---------------I
Not Effective Effective

6. What could you do to increase the number of matches?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 61
Leadership Style 1 Demonstration

Ryan’s Goal: To design a cooling system

for the Seattle project by May that will
achieve 80% water reclamation
Ryan
D1 S1 Drew

Directive Behaviors Supportive Behaviors

■■ Setting SMART goals ■■ Listening

■■ Showing and telling how ■■ Facilitating self-reliant problem solving
■■ Establishing timelines ■■ Asking for input
■■ Identifying priorities ■■ Providing rationale; explaining why
■■ Clarifying roles ■■ Acknowledging and encouraging
■■ Developing action plans ■■ Sharing information about the organization
■■ Monitoring performance ■■ Sharing information about self

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 62
 Leadership Style 1 Checklist

Check
if Done

Meeting purpose clarified?

Transferable skills and enthusiasm acknowledged?
Goal set by the leader?
Agreement to provide direction (Style 1) reached?
Timeline and checkpoints set?
Priorities clarified?
Roles defined?
Boundaries defined?
Action/learning plan defined? By whom? ____________________________
Direction given?
Resources and information provided?
Feedback (on how) provided?
Leader checked for understanding and alignment?
Follow-up meetings set up?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve his use of Style 1?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 63
Leadership Style 2 Demonstration

Greta’s Goal: To submit accurate and

timely financials on the Berlin project on a
monthly basis
Greta
D2 S2 Jacinta

Directive Behaviors Supportive Behaviors

■■ Setting SMART goals ■■ Listening

■■ Showing and telling how ■■ Facilitating self-reliant problem solving
■■ Establishing timelines ■■ Asking for input
■■ Identifying priorities ■■ Providing rationale; explaining why
■■ Clarifying roles ■■ Acknowledging and encouraging
■■ Developing action plans ■■ Sharing information about the organization
■■ Monitoring performance ■■ Sharing information about self

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 64
 Leadership Style 2 Checklist

Check
if Done

Meeting purpose clarified?

Concerns, ideas, and opinions solicited and listened to?
Goals discussed and clarified?
Agreement to provide direction and support (Style 2) reached?
Perspective on progress provided?
Explanations of why given?
D2 involved in problem solving?
Action plan with rationale developed? By whom? ____________________________
Redirection and reteaching provided?
Feedback and coaching provided?
D2 felt encouraged and supported?
Confidence in individual’s potential expressed?
Leader checked for understanding and alignment?
Follow-up meetings set up?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve her use of Style 2?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 65
Leadership Style 1 D1 Situation

Practice Notes

S1

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 66
 S1 SLII Conversation Starters

Leadership Behaviors What to Say

Clarify purpose of meeting What I’d like to talk to you about is ….
Acknowledge transferable skills Your skills of … will be really helpful.
CONNECT

Acknowledge enthusiasm and I appreciate your (share what is appreciated, e.g., enthusiasm,
initiative initiative, willingness to …).
Define SMART goals What I’d like you to do is (list outcomes) … by (add date).
What a good job looks like is ….
Get Style 1 agreement Since you haven’t done this before, would it be helpful if I provided
(development level you with some direction, resources, information …?
and leadership style)
ALIGN

Clarify performance tracking We’ll track your progress by ….

Set priorities The priority of this goal/task/project is ….
Clarify roles What you need to do is ….
And here’s what I’ll do to help you ….
Define boundaries You can go this far, but then you’ll need to check in with me ….
Develop a plan to learn To learn how to do this, first you need to ….
Then, you should (specify next steps) ….
Together, we should (clarify mutual actions) ….
Teach/show; provide direction Let me show you how to do this.
and examples Here’s an example ….
Be careful not to (share tips, cautions).
Provide information/resources/ Here’s some information that will be helpful ….
TEACH

solutions If you need help, you can contact (share name) ….

Here’s how I’d solve that (share advice).
Direct problem solving Here’s what I’d like you to do to solve this problem (name problem
and give direction).
Provide opportunities to practice Try this a few times before we get together (set up practice).
new skills
Provide feedback on how Here’s what I’ve observed ….
Here’s what I’ve heard ….
Check for understanding So, why don’t you recap/tell me what you’ve heard so I can make sure
RECONNECT

and alignment I’ve given you the direction you need to be successful.
Follow through Let’s set up our next meeting (set meeting date and time).

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 67
Leadership Style 2 D2 Situation

Practice Notes

S2

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 68
 S2 SLII Conversation Starters

Leadership Behaviors What to Say

Clarify purpose of meeting I need to meet with you today to talk about ….
CONNECT

Listen to concerns How are things going?

What concerns do you have?
How are you feeling?
Reclarify SMART goals Let’s reconfirm your goals and how I can help you achieve them.
Get Style 2 agreement Since you’re still learning, and may be (list feelings), would it be
(development level helpful if I continue to provide you with some direction? But, I’d also
and leadership style) like to hear your ideas.

Provide perspective I think you’ve made progress on … and here is where you may be
ALIGN

struggling ….
Look at how much you’ve already learned and accomplished ….
Two weeks ago you couldn’t … and now you’re able to ….
Explore “why” about “what and Let’s think about why this is important ….
how” If you accomplish this goal, it will help you and the organization
(share benefits).
Let me explain why we do it this way ….
Involve the individual in Where are you stuck?
problem solving What have you tried?
What else could you do?
Here are some ideas/next steps that we may want to consider ….
What are the pros and cons to each alternative we’ve discussed?
So, we’ve agreed the next steps are ….
Redirect and reteach Let me show you how ….
Here’s how you might want to look at this ….
COACH

Here are some more resources/examples ….

Provide feedback and coaching Here’s what I’ve observed …. Is that your experience?
Here are some ideas/next steps …. What do you think?
You may want to spend some time with ….
Provide encouragement and I know you can do this.
support I’m confident you’ll be successful at ….
I know this is harder than you thought it was going to be. Hang in
there.
I’m here to help by (clarify role) ….
Check for understanding and So, before we wrap up, let’s review what we’ve decided. What’s your
RECONNECT

alignment understanding?
Follow through Let’s meet again (set date).
I’ll touch base with you about ….

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 69
Leadership Style 1 Checklist

Check
S1
if Done

Meeting purpose clarified?

Transferable skills and enthusiasm acknowledged?
Goal set by the leader?
Agreement to provide direction (Style 1) reached?
Timeline and checkpoints set?
Priorities clarified?
Roles defined?
Boundaries defined?
Action/learning plan defined? By whom? ____________________________
Direction given?
Resources and information provided?
Feedback (on how) provided?
Leader checked for understanding and alignment?
Follow-up meetings set up?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve his or her use of Style 1?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 70
 Leadership Style 2 Checklist

Check
S2
if Done

Meeting purpose clarified?

Concerns, ideas, and opinions solicited and listened to?
Goals discussed and clarified?
Agreement to provide direction and support (Style 2) reached?
Perspective on progress provided?
Explanations of why given?
D2 involved in problem solving?
Action plan with rationale developed? By whom? ____________________________
Redirection and reteaching provided?
Feedback and coaching provided?
D2 felt encouraged and supported?
Confidence in individual’s potential expressed?
Leader checked for understanding and alignment?
Follow-up meetings set up?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve his or her use of Style 2?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 71
Leadership Style 3 Demonstration

Ling’s Goal: To submit and win approval

for the Hong Kong building design within
the next month
Ling
D3 S3 Bob

Directive Behaviors Supportive Behaviors

■■ Setting SMART goals ■■ Listening

■■ Showing and telling how ■■ Facilitating self-reliant problem solving
■■ Establishing timelines ■■ Asking for input
■■ Identifying priorities ■■ Providing rationale; explaining why
■■ Clarifying roles ■■ Acknowledging and encouraging
■■ Developing action plans ■■ Sharing information about the organization
■■ Monitoring performance ■■ Sharing information about self

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 72
 Leadership Style 3 Checklist

Check
if Done

Meeting purpose clarified?

Ideas and concerns listened to?
Goal set/reset collaboratively?
Agreement to provide support (Style 3) reached?
Questions asked to facilitate self-reliant problem solving?
D3 decided how?
Action plan developed? By whom? ____________________________
Leader expressed confidence and encouraged?
Leader asked, “How can I help?”
Leader offered to remove obstacles?
Successes acknowledged?
D3’s competence and contributions acknowledged?
If motivation was low, ways to make the goal or task more interesting or
challenging suggested?
Did the leader offer to reconnect?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve his use of Style 3?

___________________________________________________________
___________________________________________________________

___________________________________________________________

___________________________________________________________

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Leadership Style 3 D3 Situation

Practice Notes

S3

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 74
 S3 SLII Conversation Starters

Leadership Behaviors What to Say

Clarify purpose of meeting What do you want to focus on today?
CONNECT

What challenges or concerns do you have?

Listen Here’s what I heard you say ….
Confirm SMART goals So, how are things going on your goal (state goal)?
Given your contribution, I’d say we are aligned on your goal to
(reconfirm goal) ….
Get Style 3 agreement So, what you need me to do is listen, right?
(development level Would listening be more helpful than advice or direction?
and leadership style) What is the best way for me to support you?
Facilitate self-reliant problem So, what’s working? What’s not?
solving by asking questions; let How is this impacting your confidence or motivation?
ALIGN

D3 determine how What alternatives do you have?

What are the pros or cons to each alternative?
Which alternative is best?
If you went with that recommendation, what steps would you need
to take?
Listen more Do you have anything else you want to talk to me about? Any other
concerns?
Can you tell me more about …?
What did you mean when you said …?
Express confidence and I’m confident you can or will be able to ….
encourage Look how much you’ve accomplished already ….
Provide help and ideas, if Since you’ve asked, here’s an idea …. What do you think?
asked; remove obstacles to goal What’s getting in your way?
accomplishment How can I help?
Reflect on past successes Just like last time, you (remind of past successes).
SUPPORT

Do you remember when you …?

What positive feedback have you gotten from others?
Acknowledge competence and I appreciate ….
contributions Here’s how your work has helped the team ….
What do you think you’ve accomplished or learned?
Support ways to make goal more What would it take for you to be re-excited about this?
interesting and challenging How could we restructure this so that it is more fun? More
challenging? So that you continue to grow and develop?
Follow through I’m here to listen ….
RECONNECT

Be sure to call me when you need me.

I look forward to hearing what you’re able to accomplish.

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Leadership Style 3 Checklist

Check
S3
if Done

Meeting purpose clarified?

Ideas and concerns listened to?
Goal set/reset collaboratively?
Agreement to provide support (Style 3) reached?
Questions asked to facilitate self-reliant problem solving?
D3 decided how?
Action plan developed? By whom? ____________________________
Leader expressed confidence and encouraged?
Leader asked, “How can I help?”
Leader offered to remove obstacles?
Successes acknowledged?
D3’s competence and contributions acknowledged?
If motivation was low, ways to make the goal or task more interesting or
challenging suggested?
Did the leader offer to reconnect?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve his or her use of Style 3?

___________________________________________________________
___________________________________________________________

___________________________________________________________

___________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 76
 Leadership Style 3 Checklist

Check
S3
if Done

Meeting purpose clarified?

Ideas and concerns listened to?
Goal set/reset collaboratively?
Agreement to provide support (Style 3) reached?
Questions asked to facilitate self-reliant problem solving?
D3 decided how?
Action plan developed? By whom? ____________________________
Leader expressed confidence and encouraged?
Leader asked, “How can I help?”
Leader offered to remove obstacles?
Successes acknowledged?
D3’s competence and contributions acknowledged?
If motivation was low, ways to make the goal or task more interesting or
challenging suggested?
Did the leader offer to reconnect?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve his or her use of Style 3?

___________________________________________________________
___________________________________________________________

___________________________________________________________

___________________________________________________________

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 77
Development Cycle
Situational Leadership® II Model
Leadership Styles
H IGH

High Supportive High Directive How do you build motivation and confidence
and G and
Low Directive High Supportive at D2?
N

CO
TI

Behavior Behavior
AC
P OR

H
S U P P O R T I V E B E H AV I O R

I NG
SUP

S3 S2

S4 S1
G

DIR
TIN
GA

EC

N
TI
LE

DE Low Supportive High Directive

G
and
Low Directive
and
Low Supportive
How do you build confidence at D3?
Behavior Behavior

LOW D I R E C T I V E B E H AV I O R HIGH

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels

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 Regressive Cycle
Situational Leadership® II Model
Leadership Styles
HIGH

High Supportive High Directive What signals regression?

and G and
Low Directive High Supportive
N

CO
TI

Behavior Behavior

AC
P OR

H
S U P P O R T I V E B E H AV I O R

I NG
SUP

S3 S2

S4 S1
G

DIR
TIN
GA

EC

N
TI
LE

DE Low Supportive High Directive

G What causes regression?
and and
Low Directive Low Supportive
Behavior Behavior

LOW D I R E C T I V E B E H AV I O R HIG H

D4 D3 D2 D1
High Moderate to High Low to Some Low
Competence Competence Competence Competence

High Variable Low High

Commitment Commitment Commitment Commitment

DEVELOPED DEVELOPING

Development Levels

Leading Others through a Regressive Cycle

1. Start in Style 3. Ask open-ended questions. Listen.

Facilitate self-reliant problem solving.
2. If the performance or commitment problem persists, go
to Style 2 and reset goals, monitor often, and provide
more frequent feedback.

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Leadership Style 4 Demonstration

Drew’s Goal: To organize a workshop to

orient and mentor new SLX engineers
within three months
Drew
D4 S4 Katherine

Directive Behaviors Supportive Behaviors

■■ Setting SMART goals ■■ Listening

■■ Showing and telling how ■■ Facilitating self-reliant problem solving
■■ Establishing timelines ■■ Asking for input
■■ Identifying priorities ■■ Providing rationale; explaining why
■■ Clarifying roles ■■ Acknowledging and encouraging
■■ Developing action plans ■■ Sharing information about the organization
■■ Monitoring performance ■■ Sharing information about self

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Leadership Style 4 Checklist

Check
if Done

Meeting purpose clarified?

Goals reviewed? By whom?
Agreement to use Style 4 reached?
D4 evaluated progress on the goal?
D4’s creativity on the goal encouraged?
D4’s autonomy supported; influence expanded?
D4’s growth supported; new opportunities explored?
D4’s talent on the goal leveraged with others?
Resources offered?
D4’s contributions acknowledged?
Leader committed to action on D4’s ideas?
Plan for informing the leader discussed?
Who made most of the decisions and did most of the talking? __________________
How could the leader improve her use of Style 4?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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S4 SLII Conversation Starters

Leadership Behaviors What to Say

Clarify purpose of meeting What would you like to talk about?
CONNECT

Tell me what you are most excited about.

So, how do you think you’re doing on (state goal) …?
Review SMART goals Can you update me on your goals?
I agree that your goals are (confirm goals).
What would a stretch goal look like?
Get Style 4 agreement I know you’re taking the lead, but I’m here, when and if you need me.
ALIGN

(development level You know how much I trust you to ….

and leadership style)
Draw out and create visibility for What success have you had with …?
success What feedback have you been getting?
Who else should know about your success/contributions?
Encourage creativity and What is still exciting for you?
innovation What are you doing to keep your work fresh?
What new ideas have you had about your work?
What new projects interest you?
Support autonomy Where do you want more influence?
What would you change?
Support growth How can I support you?
What do you want to do next?
INSPIRE

Provide opportunities to teach How could you share what you do so successfully?
or mentor others Who would you like to coach or mentor?
Where else can the organization leverage your expertise?
Provide additional resources, if Is there anything I can do to help?
requested Do you need anything from me to make your work easier?
Acknowledge competence, We’ve always benefited from (describe contributions).
commitment, and contribution I so appreciate (describe contributions).
You have made a major contribution by ….
How would you like to be acknowledged for the work you’ve done?
Take action on D4’s ideas I trust your judgment on ….
RECONNECT

Here’s what I’ll do with what you’ve suggested ….

Follow through How do we stay in touch?
How do I stay informed?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 82
 One on One Conversations—Team Member-Led

One on One Conversations are focused on whatever is on the team

member’s mind—goals, updates, challenges, successes, questions, or
concerns. They build a sense of connection and trust. They also provide
the leader and the team member with the opportunity to realign on goals,
development level, and leadership style.

Guidelines
• You (the team member) decide what to talk about and what leadership
style response you need from your leader or colleague
• Short—15 to 30 minutes
• Preferably prescheduled; sometimes impromptu
• Often tagged onto another meeting

Before the Meeting

• Make a list of topics you need to discuss. Use the One on One
Worksheet.
• Diagnose your development level (if that’s relevant).
• Decide what response you need from your leader or colleague—S1,
S2, S3, or S4—for each topic.

During the Meeting

• Start with the topic you want to begin with.
• Ask for the leadership style response you need.
• Agree on next steps.
• Go to the next topic.
• Stay focused on your agenda—this is your meeting!

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One on One Conversation Checklist

Dana’s Goal: To discuss three projects with Bob

Dana Bob
D4 St. Louis Project
D3 Hong Kong Project
D1 Washington Project

Check
if Done

Did the team member prepare and send the One on One Conversation Worksheet to
the leader ahead of the meeting?
Did the leader allow the team member to run the meeting?
Did the team member prioritize the topics to be discussed?
Did the leader respond with the matching leadership style for each topic?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 84
 One on One Worksheet
Name Meeting With Meeting Date

DIRECTIONS

1. Make a list of topics you need to discuss. 3. Decide what response you need from your leader or
You can talk about whatever is on your mind. colleague—S1, S2, S3, or S4—for each topic.
2. Diagnose your development level for topics 4. Email this completed worksheet to your leader or
that are goals or tasks. colleague 24 hours before the meeting.

Topics Development Leadership Style Response Next Steps

Level (if relevant) You Need

1 S1
Direction • Solutions •
Information
Coaching • Advice •
S2
Feedback
D
Good Questions •
S3
Listening • Encouragement
Acknowledgment •
S4
Autonomy • Influence

2 S1
Direction • Solutions •
Information
Coaching • Advice •
S2
D Feedback
Good Questions •
S3
Listening • Encouragement
Acknowledgment •
S4
Autonomy • Influence

3 S1
Direction • Solutions •
Information
Coaching • Advice •
S2
D Feedback
Good Questions •
S3
Listening • Encouragement
Acknowledgment •
S4
Autonomy • Influence

Next Meeting Date

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D1 One on One Conversation Starters S1
Match Me with

D1 Needs What to Say to Get an S1 Match

Purpose of the meeting clarified What I’d like to talk to you about is (add topics).
CONNECT

Transferable skills acknowledged I’ll be able to use my skills of … (list skills) to accomplish this goal ….
Enthusiasm and initiative I’m really excited to get started on ….
acknowledged
SMART goals I would benefit from knowing exactly what my goal is.
What does a good job look like?
What is a reasonable time frame for completing this goal?
Style 1 agreement I want to remind you that I have never done this exact goal before
(development level and will need direction in order to be successful. Do you agree?
and leadership style)
Knowledge of how performance How will we stay in touch on this goal or task?
ALIGN

will be tracked Will you or will someone else review my performance?

When would you like an update?
Priorities What is the priority of this goal or task?
Role clarity Can we take a minute to get really clear on each of our roles?
What am I specifically responsible for?
Boundaries Which decisions can I make on my own?
When should I check in with you?
Learning plan Who can teach me how to do this?
What should I study, read, or review?
Can you tell me what you think I should do first, and then what the
next steps are?
What should I have done, when?
Direction on how; examples What direction or advice do you have for me?
Do you have examples?
What should I be careful of?
LEARN

Access to information/resources What information do you have that will be helpful to me?
Who might be a good role model, mentor, or teacher?
Solutions to problems What are my next steps?
Opportunities to practice What should I work on now?
What should I try to do before we get together again?
Feedback How am I doing?
What should I be doing differently?
Check for understanding and Let me recap the direction you’ve given me so I know we’re
RECONNECT

alignment aligned ….

Follow through When will we meet again?

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 D2 One on One Conversation Starters S2
Match Me with

D2 Needs What to Say to Get an S2 Match

Purpose of the meeting clarified What I’d like to talk about is ….

Opportunities to share concerns I am concerned about my lack of progress on this goal.

CONNECT

Things are not going as I expected.

I have some concerns about (express concerns) … and would like to
talk to you about them.
I’m a bit discouraged and would like to work with you on ….
SMART goals reclarified Let’s reconfirm my goal. What do you need me to accomplish?
Let’s talk about your expectations for me and where I need your time/
help.
Style 2 agreement Since I’m still learning how to do this goal or task, I’d like to share my
(development level ideas, but I also need some direction from you.
ALIGN

and leadership style)

Perspective I need perspective.
I need to know how you feel about the progress I am making.
“Why” about “what and how” I need to understand why this goal is important to the
organization ….
Can you help me understand why this is the best approach?
Involvement in problem solving I’m stuck. What do you think I should do next?
I have some ideas, but what would your advice be?
What options do I have?
How else could I look at this?
What else should I be considering and why?
Coaching Can you show me how?
RELEARN

What information or resources do you have that would be helpful to

me?
Do you have any examples?
Who might be a good role model, coach, or teacher?
Feedback What feedback do you have?
What have you observed or heard?
Reassurance and support Am I doing anything right?
Is it always this difficult?
Check for understanding and So, let me recap what we’ve decided to be sure I have everything
alignment right ….
RECONNECT

I want to be sure of my next steps, which are ….

Follow through How will we stay in touch on this goal?
When would you like an update?
When will we meet again?

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D3 One on One Conversation Starters S3
Match Me with

D3 Needs What to Say to Get an S3 Match

Purpose of the meeting clarified I’d like to talk with you about my goal ….
CONNECT

I’d like to run some ideas past you ….

Opportunities to express Here’s what I’m thinking ….
feelings and share concerns Here’s what I’m feeling ….
SMART goals confirmed Here’s what I’ve accomplished ….
Are we aligned?
Am I on target?
Style 3 agreement I need you to be a sounding board so I can feel more confident (about
ALIGN—HEAR MY VOICE

(development level my competence) or more motivated (about this goal).

and leadership style)
Good questions/ objectivity so I Here’s what is working and what’s not working ….
solve my own problems The problem/challenge seems to be ….
The alternatives are (describe alternatives).
The pros and cons of each are ….
My recommendation is …. What do you think?
Have I missed anything?
What else should I be thinking about?
A vote of confidence and I’d like some feedback on ….
encouragement What do you think I have done well?
Help and ideas, if I ask There are some things getting in my way …. Could you help me with
them?
What other information or resources would help me do this faster or
better?
Reminders of past successes Can you remind me of why I should feel more confident?
SUPPORT

Are there any specific examples of where or when you thought I did
a good job?
Acknowledgment of How is what I’m doing making a difference?
competence and contributions
Ways to make the goal more Do you have any suggestions for increasing my motivation to do this
interesting and challenging (if work?
motivation is low) Why is it important?
Is there any other way I could think about this goal to increase my
desire to do it?
Opportunities to reconnect I’ll let you know when I’d like to meet again.
RECONNECT

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 D4 One on One Conversation Starters S4
Match Me with

D4 Needs What to Say to Get an S4 Match

Purpose of the meeting clarified During this meeting, I’d like to share with you what I’ve been working
CONNECT

on ….
I’m excited about ….
SMART goals update Here’s what I’ve accomplished on my goal ….
For me, what a stretch goal would look like is ….
Style 4 agreement I’m taking the lead on this, but how do you want to stay informed?
(development level
ALIGN

and leadership style)

Successes shared Up to now, I have (share achievements).
Here’s the feedback I’ve gotten ….
Here’s why I think this is important ….
Opportunities to be creative As I was working on this goal, I had another idea ….
and innovative I have always wanted to ….
What would challenge me is ….
Autonomy I’d like more autonomy to ….
The way I’d change this is ….
Growth What I’d like to do is ….
INSPIRE

Something I’d like to learn is ….

Opportunities to teach or Are there any opportunities for me to teach or mentor others?
mentor others Who needs help?
Additional resources if requested I could do even more if I had the following resources ….

Acknowledgment of I’m interested in how you think I contribute most to the

competence, commitment, and organization ….
contribution
An opportunity to reconnect Here’s how I’d like to stay in touch (set up plan).
RECONNECT

Follow through When will I hear back from you on the commitments you’ve made to
me?

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 89
Next Steps
To become a Situational Leader

1. Go to the SLII Challenge—Leadership Style Feedback and follow the

instructions. Ask your team members to complete the SLII Fitness Test Other
and return it to you. Meet with team members to discuss their feedback on your
use of the skills of SLII.

2. Share Learn the SLII Model with your team members.

Discuss it with them and answer any questions they may have.
Schedule follow-up conversations with your team members
about Learn the SLII Model.

3. Schedule and conduct One on One Conversations using

the One on One Worksheet. Choose one or two team
members to meet with every two weeks for 15 minutes.
After six meetings (three months) evaluate the quality of
your relationship with that person.

4. Start another SLII Challenge by holding the

Style 1, Style 2, or Style 3 conversation you
practiced in class.

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 90
 Ideas, Insights, and Intentions

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 91
Ideas, Insights, and Intentions

© 2013–2016 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # EL1701 • V030117 92
Stay Connected with Blanchard
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www.kenblanchard.com/connect
AUTHORS
Ken Blanchard
Patricia Zigarmi
Drea Zigarmi
Victoria Halsey

EXECUTIVE SPONSORS
Jay Campbell
Scott Blanchard

LEAD PRODUCT DEVELOPER

Kim King

PRODUCT DEVELOPER
Martha Maher

ART DIRECTOR Environmental Statement

Beverly Haney
The Ken Blanchard Companies® strives to conserve natural resources by minimizing
consumption of resources and energy, reducing emissions, and increasing awareness so that
PRODUCTION ARTISTS
future generations will inherit a healthy, sustainable planet.
Vanessa Gagos
Kara Meredith

EDITOR/PROOFREADERS Acknowledgments
Kate Clawson
Carey Nash Ken Blanchard first developed Situational Leadership® with Paul Hersey in the late 1960s. In
D’Andra La Pierre 1985, Blanchard and the Founding Associates of The Ken Blanchard Companies—Marjorie
Blanchard, Don Carew, Eunice Parisi-Carew, Fred Finch, Laurence Hawkins, Drea Zigarmi, and
PROJECT MANAGER Patricia Zigarmi—created a new generation of the theory, called Situational Leadership® II. The
Victoria Cutler leadership model used in this product is based on the Founding Associates’ second-generation
thinking and research.

Special acknowledgment is given to the following individuals as content contributors to

The SLII® Experience: Alan Randolph, Alan Youngblood, Calla Crafts, Carmela Southers,
Carman Nemecek, Chad Gordon, Chris Edmonds, Cynthia Olmstead, Don Carew, Garry
GLOBAL HEADQUARTERS USA
Demarest, Jennifer Zingg, Judd Hoekstra, Laurence Hawkins, Marjorie Blanchard,
+1 760.489.5005
MJ Coulson, Neil Haveron, and Susan Fowler.
800.728.6000
FAX +1 760.489.8407

UK Copyright
+44 (0) 1483 456300
Situational Leadership® is a registered trademark of the Center for Leadership Studies.
CANADA
+1 905.829.3510 These materials have been designed to develop specific knowledge and skills and have been
800.665.5023 thoroughly tested to ensure their effectiveness. They represent the intellectual property of
The Ken Blanchard Companies and are protected under international copyright law. These
SINGAPORE materials may not be reproduced in whole or in part in any form without the prior written
+65 6775 1030 permission of The Ken Blanchard Companies.

www.kenblanchard.com © Copyright 2013–2016 by The Ken Blanchard Companies. All rights reserved. Do not duplicate.