SIT UAT I ONA L LEADERS HIP II ®

Le a rn th e S LI I Model
®

Situational Leadership II ®

Situational Leadership® II (SLII) is a model for developing individuals to their highest level of
performance on a specific goal or task. SLII is based on the relationship between an individual’s
development level (competence and commitment) on a specific goal or task and the leadership style
(direction and support) the leader provides. Effective leadership lies in matching the appropriate
leadership style to the individual’s development level. When leaders are Situational Leaders, they
partner with their people, working side by
side to align on goals, development levels, Situational Leadership® II is not
and leadership styles. This “match,” using the something you do to people; it is
common language of SLII, contributes to higher something you do with people.
trust, positive intentions, and significant results.

Benefits to Partnering with SLII

When leaders partner with their team members to use
Situational Leadership® II, the model will help them to

1. Focus on what’s most important—SMART goals

2. Diagnose competence and commitment Ken Blanchard
3. Give or get the leadership style needed to increase Patricia Zigarmi
competence and commitment Drea Zigarmi
LEARN THE SLII MODEL SITUATIONAL LEADERSHIP II
®

Three Skills of a Situational Leader

To be an effective Situational Leader, you have to master the three skills. If there is effective
partnering, the outcomes of SLII are achieved.

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

2
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

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Six SLII Conversations

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 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.

Style 3 Style 2
Conversations Conversations

One on One Alignment

Conversations Conversations

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

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1Setting SMART Goals

The first step in creating clarity and alignment is setting SMART goals. It’s impossible to assess
someone’s competence and commitment unless you know exactly what he or she is expected to
do. SMART goals are set during an Alignment Conversation.
SMART goals answer these questions:

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?

SMART goals motivate. They get leaders and the people they lead on the same page.

All good performance starts with

clear goals.

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2Diagnosing Development Level

Once SMART goals are set, it’s possible to diagnose development level. Development level is
a combination of two factors: Competence—the individual’s demonstrated task-specific and
transferable knowledge and skills on a goal or task; and Commitment—the individual’s motivation
and confidence on a goal or task. Development level is goal or task specific. It is not an overall
rating of an individual’s skills or attitude. There are four development levels.

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
Development Level Descriptors

D4 Self-Reliant D3 Capable, but D2 Disillusioned D1 Enthusiastic

Achiever Cautious, Learner Beginner
Contributor
Competence Competence Competence Competence
■■ Accomplished ■■ Demonstrated ■■ Has some knowledge ■■ New to the goal or
competence; and skills; learning; task
■■ Consistently experienced not competent yet
competent ■■ Inexperienced
■■ Recognized by others ■■ Makes productive ■■ Doesn’t know how to ■■ Don’t know what they
contributions move forward
as an expert don’t know
■■ Generally skillful and ■■ Inconsistent
adept performance and
progress

Commitment Commitment Commitment Commitment

■■ Self-reliant; ■■ Sometimes hesitant, ■■ Discouraged and ■■ Eager to learn;
autonomous unsure, tentative frustrated; may be curious; willing to
ready to quit take direction
■■ Justifiably confident; ■■ Not always confident;
self-assured self-critical ■■ Overwhelmed; ■■ Enthusiastic; excited
demotivated
■■ Inspired; inspires ■■ May be bored or ■■ Confident about
others apathetic ■■ Confused and transferable skills and
concerned; afraid of confident learning
making mistakes won’t be difficult

Development level is
goal or task specific!

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Diagnosis Chart

Use this chart to identify development level on a specific goal or task.

COMPETENCE COMMITMENT DEVELOPMENT

Goal-Specific Transferable Quality of LEVEL
Skills Skills Motivation Confidence
D4
HIGH LOW D4/3
D3/4
HIGH LOW HIGH LOW D3
D3
HIGH HIGH LOW
D3/2
LOW HIGH
LOW HIGH D2/3
HIGH LOW D2/3
LOW HIGH D1
HIGH LOW D1/2
HIGH LOW
HIGH D2
LOW LOW
HIGH D2
HIGH D1
LOW LOW
HIGH D1/2
LOW D2/1
D2

Example 1 Example 2
On a specific goal or task, an individual has On a specific goal or task, an individual has

GOAL-SPECIFIC SKILLS —High GOAL-SPECIFIC SKILLS —Low

TRANSFERABLE SKILLS —Low TRANSFERABLE SKILLS —Low
MOTIVATION —High MOTIVATION —High
CONFIDENCE —Low CONFIDENCE —High
This individual’s development level is D3/2. This individual’s development level is D1.

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3Matching Leadership Style

Leadership style is a pattern of behaviors leaders use, over time, as perceived by others. There
are two basic leadership style behaviors: Directive Behavior—telling and showing people what
to do, when to do it, how to do it, and providing frequent feedback on results; and Supportive
Behavior—listening, facilitating self-reliant problem solving, encouraging, praising, and
involving others in decision making. There are four leadership styles consisting of four different
combinations of Directive and Supportive Behaviors.

Situational Leadership® II Model

Leadership Styles
HIGH

High Supportive High Directive Style 1—Directing—High Directive Behavior and Low
and G and
Low Directive High Supportive Supportive Behavior
N

CO
TI

Behavior Behavior
The leader provides specific direction about
AC
P OR

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

goals, shows and tells how, and closely tracks

I NG
SUP

the individual’s performance in order to provide

S3 S2 frequent feedback on results.

S4 S1
G

Style 2—Coaching—High Directive Behavior and High

DIR
TIN

Supportive Behavior
GA

EC

N The leader explains why, solicits suggestions,

TI
LE

DE Low Supportive High Directive

G encourages, and continues to direct goal or task
and and
Low Directive Low Supportive accomplishment.
Behavior Behavior
Style 3—Supporting—Low Directive Behavior and High
LOW D I R E C T I V E B E H AV I O R HIGH
Supportive Behavior
The leader and the individual make decisions
D4 D3 D2 D1 together. The role of the leader is to facilitate,
High Moderate to High Low to Some Low
Competence Competence Competence Competence
listen, draw out, encourage, and support.
High Variable Low High
Commitment Commitment Commitment Commitment
Style 4—Delegating—Low Directive Behavior and Low
DEVELOPED DEVELOPING
Supportive Behavior
Development Levels
The individual makes most of the decisions
about what, how, and when. The role of the
leader is to value the individual’s contributions
and support his or her growth.

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Situational Leadership II Model ®

Matching Leadership Style to Development Level

Situational Leadership® II Model
Leadership Styles
HIG H

High Supportive High Directive

and G and
Low Directive High Supportive In all four styles, the leader

CO
TI
Behavior Behavior

AC
P OR
1. Sets goals

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

2. Stays connected

I NG
SUP

S3 S2 3. Gives feedback

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 HI GH

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

The goal is a Two types of

MATCH MISMATCH

S1 ➔ D1 Oversupervision
S2 ➔ D2 S1/S2 with D3/D4

S3 ➔ D3 Undersupervision
S4 ➔ D4 S3/S4 with D1/D2
Over time, with a match,
individuals learn to provide their
own direction and support.

There is no best leadership style;

it depends on the situation.

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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

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Partnering Tools
Situational Leaders work with the people they lead to align on goals, development level, and the
matching leadership style. They partner, collaborate, and work side by side to ensure goals are
achieved and competence and commitment develop. There are four tools you need to know about
if you are going to engage in quality conversations as partners.

SLII Worksheet
The purpose of an Alignment SLII Worksheet
®

Conversation is to focus the leader and

Name Date

1 Goal Setting
Identify
2 Diagnosing
Diagnose Confirm
3 Matching
Match Choose
Goal or Task Competence and Commitment Development Level Leadership Style Leadership Behaviors

the individual contributor on what is Goal or Task Competence

Low
Commitment

Low
Development Level

D
Leadership Style

S
Directive Behaviors

Set SMART goals

Supportive Behaviors

Listen to concerns

most important. What are the SMART

Some High Variable High Show and tell how Facilitate problem solving
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S Establish timelines Ask for input
Knowledge/Skills Motivation Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage

goals the individual needs to achieve?

Transferable Skills Confidence
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

Goal or Task Competence Commitment Development Level Leadership Style Directive Behaviors Supportive Behaviors

What is the individual’s competence Goal-Specific

Low
Some High
Quality of
Low
Variable High
D
If split diagnosis, what is
the performance trend?
S
Current: S
Set SMART goals
Show and tell how
Establish timelines
Listen to concerns
Facilitate problem solving
Ask for input

and commitment to achieve those goals

Knowledge/Skills Motivation Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage
Transferable Skills Confidence
Develop action plans Share information about organization
or Undersupervising?

independently, without direction or

Monitor performance Share information about self

Goal or Task Competence Commitment Development Level Leadership Style Directive Behaviors Supportive Behaviors

Low Low D S Set SMART goals Listen to concerns

support? What leadership style will help Some High Variable High Show and tell how Facilitate problem solving
If split diagnosis, what is
Goal-Specific Quality of the performance trend? Current: S Establish timelines Ask for input
Knowledge/Skills Motivation Identify priorities Explain “why”
Oversupervising? Clarify roles Acknowledge and encourage

the individual achieve each goal and

Transferable Skills Confidence
Develop action plans Share information about organization
or Undersupervising?
Monitor performance Share information about self

COMPETENCE COMMITMENT DEVELOPMENT

develop competence and commitment?

SMART goals are Goal-Specific Transferable Quality of LEVEL S3 S2
Skills Skills Motivation Confidence D4 D3 D2 D1 G
High Supportive High Directive

CO
S3 S2

TI

AC
POR
D4
Specific Low Directive High Supportive

H
I NG
HIGH LOW

SUP
D4/3
D3/4 If split diagnosis, what
HIGH LOW HIGH LOW
Motivating
G
D3
is performance trend?

DIR
TIN Low Supportive High Directive

Alignment Conversations, using the SLII

D3
GA

S4 S1

EC
HIGH HIGH LOW N

TI
LE

Attainable D3/2 DE
Low Directive Low Supportive
G
HIGH
HIGH
LOW
LOW HIGH D2/3 = higher S4 S1
LOW D2/3 development level
Relevant LOW
HIGH
HIGH
LOW
D1
HIGH LOW
D1/2
or = lower D4 D3 D2 D1
Trackable HIGH D2

Worksheet, get both the leader and the

LOW LOW development level
HIGH D2
HIGH D1
LOW LOW
HIGH D1/2
Get agreement LOW D2/1 Get agreement Get agreement Get agreement
D2

individual contributor on the same page.

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One on One Worksheet

The purpose of a One on One Conversation is for a team member to manage up. The team
member decides what to talk about—goals, challenges, questions, concerns—and what response
he or she needs from his or her leader/colleague. Once the topics are determined, the team
member can choose which leadership style would be a match for his or her development level on
each topic, goal, or task. Essentially, it sounds like this …

One on One Worksheet

D1/S1—I’m excited and would benefit from knowing
Name Meeting With Meeting Date more about this (topic). [Or] I’ve never done this before
Directions

1. Make a list of topics you need to discuss. 3. Decide what response you need from your leader or
and need some help. I need direction.
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
that are goals or tasks.
4. Email this completed worksheet to your leader or
colleague 24 hours before the meeting. D2/S2—Since I’m still learning and am a little
discouraged (confused, overwhelmed, frustrated), I’d
Topics Development Leadership Style Response Next Steps
Level (if relevant) You Need

1 Direction • Solutions •
S1

S2
Information
Coaching • Advice •
like to share my thoughts and get some direction. I
need advice.
Feedback
D
Good Questions •
S3
Listening • Encouragement
Acknowledgment •
S4

D3/S3—I need you to be a sounding board so I can feel

Autonomy • Influence

2 S1
Direction • Solutions •

more confident or re-engaged. I need you to listen.

Information
Coaching • Advice •
S2
D Feedback
Good Questions •

D4/S4—I’ve got this handled; let me keep you

S3
Listening • Encouragement
Acknowledgment •
S4
Autonomy • Influence

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

Use the SLII® Worksheet to diagnose your Use the One on One Conversation Next Meeting Date
development level, if relevant. Starters to ask for the leadership
style you need.

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One on One Conversation Starters

Sometimes it’s hard to ask for the direction and support you need. The purpose of One on One
Conversation Starters is to help a team member to speak up.
D3 One on One Conversation Starters S3
Match Me with

D1 One on One Conversation Starters S1 D3 Needs What to Say to Get an S3 Match My Notes
Match Me with
Purpose of the meeting I’d like to talk with you about my goal ….
clarified I’d like to run some ideas past you ….

CONNECT
D1 Needs What to Say to Get an S1 Match My Notes Opportunities to express Here’s what I’m thinking ….
feelings and share
One on One Conversation Starters
Purpose of the meeting Here’s what I’m feeling ….
What I’d like to talk to you about is (add topics).
clarified
concerns
D4 S4
SMART goals confirmed Here’s what I’ve accomplished …. Match Me with
CONNECT

Transferable skills I’ll be able to use my skills of … (list skills) to accomplish this
acknowledged goal ….
D2 One on One Conversation Starters S2
Are we aligned?
Am I on target?
Enthusiasm and I’m really excited to get started on …. MatchStyle
Me3with
agreement I need you to be a sounding board so I can feel more confident D4 Needs What to Say to Get an S4 Match My Notes

ALIGN—HEAR MY VOICE
initiative acknowledged (development level (about my competence) or more motivated (about this goal)Purpose
. of the meeting During this meeting, I’d like to share with you what I’ve been

CONNECT
SMART goals I would benefit from knowing exactly what my goal is. and leadership style) clarified working on ….
What does a good job look like? D2 Needs What to Say to Get an S2 Match My Notes
Good questions/ Here’s what is working and what’s not working …. I’m excited about ….
What is a reasonable time frame for completing this goal? Purpose of the meeting What I’d like to talk about is …. objectivity so I solve my The problem/challenge seems to be …. SMART goals update Here’s what I’ve accomplished on my goal ….
clarified own problems The alternatives are (describe alternatives).
Style 1 agreement I want to remind you that I have never done this exact goal For me, what a stretch goal would look like is ….
(development level before and will need direction in order to be successful. Do you Opportunities to share The pros and cons of each are ….
CONNECT

I am concerned about my lack of progress on this goal. Style 4 agreement I’m taking the lead on this, but how do you want to stay
and leadership style) agree? concerns Things are not going as I expected. My recommendation is …. What do you think?
(development level informed?

ALIGN
I have some concerns about (express concerns) … and would Have I missed anything? and leadership style)
Knowledge of how How will we stay in touch on this goal or task?
ALIGN

like to talk to you about them. What else should I be thinking about?
performance will be Will you or will someone else review my performance? Successes shared Up to now, I have (share achievements).
tracked I’m a bit discouraged and would like to work with you on …. A vote of confidence and I’d like some feedback on ….
When would you like an update? Here’s the feedback I’ve gotten ….
SMART goals reclarified Let’s reconfirm my goal. What do you need me to accomplish? encouragement What do you think I have done well?
Priorities What is the priority of this goal or task? Here’s why I think this is important ….
Let’s talk about your expectations for me and where I need your Help and ideas, if I ask There are some things getting in my way. … Could you helpOpportunities
me
time/help. to be As I was working on this goal, I had another idea ….
Role clarity Can we take a minute to get really clear on each of our roles? with them?
creative and innovative I have always wanted to ….
What am I specifically responsible for? Style 2 agreement Since I’m still learning how to do this goal or task, I’d like to What other information or resources would help me do this
(development level share my ideas, but I also need some direction from you. faster or better? What would challenge me is ….
Boundaries Which decisions can I make on my own? and leadership style) Can you remind me of why I should feel more confident? Autonomy
ALIGN

Reminders of past I’d like more autonomy to ….

When should I check in with you?
Perspective successes The way I’d change this is ….

SUPPORT
I need perspective. Are there any specific examples of where or when you thought
Learning plan Who can teach me how to do this? I need to know how you feel about the progress I am making. I did a good job? Growth What I’d like to do is ….
What should I study, read, or review? Acknowledgment How is what I’m doing making a difference? Something I’d like to learn is ….
“Why” about “what and

INSPIRE
I need to understand why this goal is important to the
Can you tell me what I should do first and what the next how” organization …. of competence and
steps are?
Opportunities to teach Are there any opportunities for me to teach or mentor others?
Can you help me understand why this is the best approach? contributions or mentor others
What should I have done, when? Who needs help?
Involvement in problem I’m stuck. What do you think I should do next? Ways to make the Do you have any suggestions for increasing my motivation to
Additional resources if I could do even more if I had the following resources ….
Direction on how; What direction or advice do you have for me? solving goal more interesting do this work?
I have some ideas, but what would your advice be? requested
examples Do you have examples? and challenging (if Why is it important?
What options do I have? Acknowledgment
What should I be careful of? motivation is low) Is there any other way I could think about this goal to increase I’m interested in how you think I contribute most to the
LEARN

How else could I look at this? of competence, organization ….

my desire to do it?
Access to information/ What information do you have that will be helpful to me? What else should I be considering and why? commitment, and
Opportunities to I’ll let you know when I’d like to meet again.
RECONNECT

resources Who might be a good role model, mentor, or teacher? Coaching Can you show me how? contribution
reconnect
RELEARN

Solutions to problems What are my next steps? What information or resources do you have that would be An opportunity to Here’s how I’d like to stay in touch (set up plan).

RECONNECT
helpful to me? reconnect
Opportunities to What should I work on now? Do you have any examples?
practice Follow through When will I hear back from you on the commitments you’ve
What should I try to do before we get together again? Who might be a good role model, coach, or teacher? made to me?
Feedback How am I doing? Feedback What feedback do you have?
What should I be doing differently? What have you observed or heard?
Check for understanding Let me recap the direction you’ve given me so I know we’re Reassurance and Am I doing anything right?
RECONNECT

and alignment aligned …. support Is it always this difficult?

Follow through When will we meet again? Check for understanding So, let me recap what we’ve decided to be sure I have © 2013 The Ken Blanchard Companies. All rights reserved • Item # EL0868 • V110113
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RECONNECT

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

Follow through How will we stay in touch on this goal?
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Blanchard training participants may download, print, copy, electronically transmit, and/or post for internal business purposes. When would you like an update?
When will we meet again?

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Blanchard training participants may download, print, copy, electronically transmit, and/or post for internal business purposes.

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Blanchard training participants may download, print, copy, electronically transmit, and/or post for internal business purposes.

S2 SLII Conversation Starters

®

S1 SLII Conversation Starters

®

Leadership Behaviors What to Say S4 SLII Conversation Starters

®

Clarify purpose of meeting

S3 SLII Conversation Starters
I need to meet with you today to talk®about ….
CONNECT

Listen to concerns How are things going?

What concerns do you have?
Leadership Behaviors What to Say How are you feeling?
Leadership Behaviors What to Say
Clarify purpose of meeting What I’d like to talk to you about is …. Clarify purpose of meeting What would you like to talk about?
CONNECT

Reclarify SMART goals Let’s reconfirm your goals and how I can help you achieve them.

SLII Conversation Starters

Acknowledge transferable skills Your skills of … will be really helpful. Leadership Behaviors What to Say Tell me what you are most excited about.
CONNECT

® Get Style 2 agreement

(Development Level
Since you’re still learning, and may be (list feelings), would it be
helpful if I continue to provide Clarify
you withpurpose of meeting
some direction? But, I’d also What do you want to focus on today? So, how do you think you’re doing on (state goal) …?
CONNECT

Acknowledge enthusiasm and I appreciate your (share what is appreciated,

and e.g., enthusiasm,
Leadership Style) like to hear your ideas. What challenges or concerns do you have? Review SMART goals Can you update me on your goals?
initiative initiative, willingness to …).
Listen Here’s what I heard you say …. I agree that your goals are (confirm goals).
Define SMART goals What I’d like you to do is (list outcomes)Provide
… by (add date).
perspective I think you’ve made progress on Confirm
… and SMART goals you may be
here is where So, how are things going on your goal (state goal)? What would a stretch goal look like?
ALIGN

What a good job looks like is …. struggling …. Given your contribution, I’d say we are aligned on your goal
Getto Style 4 agreement I know you’re taking the lead, but I’m here, when and if you need me.
Get Style 1 agreement
ALIGN

Situational Leaders also have a tool—

Since you haven’t done this before, would it be helpful if I provided Look at how much you’ve already learned and accomplished …. (reconfirm goal) …. (Development Level You know how much I trust you to ….
(Development Level you with some direction , resources, information …. Two weeks ago you couldn’t …Get andStyle
now3you’re
agreement
able to …. So, what you need me to do is listen, right? and Leadership Style)
and Leadership Style) Explore “why” about “what and (Development Level Would listening be more helpful than advice or direction? Draw out and create visibility for
Let’s think about why this is important …. What success have you had with ….
ALIGN

Clarify performance tracking We’ll track your progress by …. how” and Leadership Style) What is the best way for me to support you? success
If you accomplish this goal, it will help you and the organization What feedback have you been getting?
Set priorities The priority of this goal/task/project is …. (share benefits). Facilitate self-reliant problem So, what’s working? What’s not? Who else should know about your success/contributions?
Clarify roles What you need to do is …. Let me explain why we do it this solving
way ….by asking questions; let How is this impacting your confidence or motivation?
Encourage creativity and

called SLII® Conversation Starters—

What is still exciting for you?
ALIGN

And here’s what I’ll do to help you …. Involve the individual in D3 determine how What alternatives do you have?
Where are you stuck? innovation
Define boundaries You can go this far, but then you’ll needproblem
to check in with me …. What are you doing to keep your work fresh?
solving What have you tried? What are the pros or cons to each alternative?
Which alternative is best? What new ideas have you had about your work?
Develop a plan to learn To learn how to do this, first you need to …. What else could you do?
If you went with that recommendation, what steps would you need What new projects interest you?
Then, you should (specify next steps) …. Here are some ideas/next steps that we may want to consider ….
to take? Support autonomy Where do you want more influence?
Together, we should (clarify mutual actions) …. What are the pros and cons to each alternative we’ve discussed?
Listen more Do you have anything else you want to talk to me about? Any other What would you change?

that will help them to more flexibly

Teach/show; provide direction Let me show you how to do this. So, we’ve agreed the next steps are …. concerns?
and examples Support growth How can I support you?
Here’s an example …. Redirect and reteach Let me show you how …. Can you tell me more about ….
Be careful not to (share tips, cautions). What do you want to do next?
INSPIRE

Here’s how you might want to look at this …. What did you mean when you said ….
COACH

Provide information/resources/ Here’s some information that will be helpful …. Provide opportunities to teach How could you share what you do so successfully?
Here are some more resources/examples ….
Express confidence and
TEACH

I’m confident you can or will be able to …. or mentor others

solutions If you need help, you can contact (shareProvide
name) …. feedback and coaching Here’s what I’ve observed …. Isencourage
that your experience?
Who would you like to coach or mentor?
Look how much you’ve accomplished already ….
Here’s how I’d solve that (share advice). Here are some ideas/next stepsProvide
…. What do you Where else can the organization leverage your expertise?
andthink?

use Leadership Styles 1, 2, 3, and 4.

help ideas, if Since you’ve asked, here’s an idea …. What do you think?
Direct problem solving Here’s what I’d like you to do to solve this problem (name problem asked; remove Provide additional resources, if Is there anything I can do to help?
You may want to spend some time with …. obstacles to goal What’s getting in your way?
and give direction). accomplishment requested Do you need anything from me to make your work easier?
Provide encouragement and I know you can do this. How can I help?
Provide opportunities to practice Try this a few times before we get together (set up practice).
support Acknowledge competence, We’ve always benefited from (describe contributions).
I’m confident you’ll be successfulReflect
at ….on past successes Just like last time, you (remind of past successes).
new skills commitment, and contribution
SUPPORT

I know this is harder than you thought it was going to be. Hang in Do you remember when you …? I so appreciate (describe contributions).
Provide feedback on how Here’s what I’ve observed …. there. What positive feedback have you gotten from others? You have made a major contribution by ….
Here’s what I’ve heard …. I’m here to help by (clarify role)Acknowledge
…. competence and I appreciate …. How would you like to be acknowledged for the work you’ve done?
Check for understanding So, why don’t you recap/tell me what you’ve
Checkheard so I can make sure
for understanding and contributions
RECONNECT

So, before we wrap up, let’s review what we’ve decided. What’s your Here’s how your work has helped the team …. Take action on D4’s ideas I trust your judgment on ….
RECONNECT

and alignment I’ve given you the direction you need to be successful.
RECONNECT

alignment understanding? What do you think you’ve accomplished or learned? Here’s what I’ll do with what you’ve suggested ….
Follow through Follow
Let’s set up our next meeting (set meeting through
date and time). Let’s meet again (set date). Support ways to make goal more What would it take for you to be re-excited about this? Follow through How do we stay in touch?
I’ll touch base with you about …. interesting and challenging How could we restructure this so that it is more fun? More How do I stay informed?
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.

2 © 2013 The Ken Blanchard Companies. All rights reserved. Do not duplicate • V061513 • 4PW

4 © 2013 The Ken Blanchard Companies. All rights reserved. Do not duplicate • V061513 • 4PW
© 2013 The Ken Blanchard Companies. All rights reserved. Do not duplicate • V061513 • 4PW 1
© 2013 The Ken Blanchard Companies. All rights reserved. Do not duplicate • V061513 • 4PW 3

Ken Blanchard first developed Situational Leadership with Paul Hersey in the late 1960s. In 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 Patricia Zigarmi—created a new generation of the theory called Situational Leadership II. The ®

leadership model used in this product is based on the Founding Associates’ second-generation thinking and research.
Situational Leadership is a registered trademark of Leadership Studies, Inc. ®

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www.kenblanchard.com