S I T 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

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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 Level Descriptors Development Levels
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 ■■ Doesn’t know how to
productive
contributions move forward ■■ Don’t know what they
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 Supportive Behavior
Low Directive High Supportive
N

CO

The leader provides specific direction about

TI

Behavior Behavior
AC
P OR

goals, shows and tells how, and closely tracks

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

I NG
SUP

the individual’s performance in order to provide

S3 S2 frequent feedback on results.
Style 2—Coaching—High Directive Behavior and High
S4 S1
G

DIR
TIN

Supportive Behavior
The leader explains why, solicits suggestions,
GA

EC

N
TI
LE

encourages, and continues to direct goal or task

DE Low Supportive High Directive
G
and and accomplishment.
Low Directive Low Supportive
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
Competence
Moderate to High
Competence
Low to Some
Competence
Low
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

I NG
2. Stays connected
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 Conversation SLII Worksheet
®

Name Date

is to focus the leader and the individual 1 Goal Setting

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

contributor on what is most important.

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

Low Low D S Set SMART goals Listen to concerns

Some High Variable High Show and tell how Facilitate problem solving
If split diagnosis, what is

What are the SMART goals the individual

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
Transferable Skills Confidence
Develop action plans Share information about organization
Undersupervising?

needs to achieve? What is the individual’s

or
Monitor performance Share information about self

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

D S Set SMART goals Listen to concerns

competence and commitment to achieve

Low Low
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?

those goals independently, without

Clarify roles Acknowledge and encourage
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

direction or support? What leadership Low

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

style will help the individual achieve

Goal-Specific Quality of the performance trend?
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?

each goal and develop competence and

Monitor performance Share information about self

COMPETENCE COMMITMENT DEVELOPMENT

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
commitment? Alignment Conversations,

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
D3 Low Supportive High Directive

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

using the SLII Worksheet, get both the

Relevant LOW
HIGH
HIGH
LOW
D1
HIGH LOW
D1/2
or = lower D4 D3 D2 D1
Trackable LOW
HIGH
LOW
D2
D2 development level
HIGH HIGH
LOW D1
LOW
HIGH D1/2
Get agreement Get agreement Get agreement Get agreement

leader and the individual contributor on the

LOW D2/1
D2

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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 more
Name Meeting With Meeting Date about this (topic). [Or] I’ve never done this before and need
Directions
some help. I need direction.
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
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
Topics Development
Level (if relevant)
Leadership Style Response
You Need
Next Steps
(confused, overwhelmed, frustrated), I’d like to share my
1
thoughts and get some direction. I need advice.
Direction • Solutions •
S1
Information
Coaching • Advice •
S2
Feedback
D
S3
Good Questions •
Listening • Encouragement
Acknowledgment •
D3/S3—I need you to be a sounding board so I can feel
S4

2
Autonomy • Influence

Direction • Solutions •
more confident or re-engaged. I need you to listen.
S1
Information

D
S2
Coaching • Advice •
Feedback D4/S4—I’ve got this handled; let me keep you informed.
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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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

Match Me with D3 Needs What to Say to Get an S3 Match My Notes
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 ….
Purpose of the meeting
clarified
What I’d like to talk to you about is (add topics). feelings and share
concerns
Here’s what I’m feeling ….
D4 One on One Conversation Starters S4
Match Me with
SMART goals confirmed Here’s what I’ve accomplished ….
One on One Conversation Starters
CONNECT

Transferable skills I’ll be able to use my skills of … (list skills) to accomplish this
acknowledged goal …. D2 S2 Are we aligned?
Match Me with Am I on target?
Enthusiasm and I’m really excited to get started on …. D4 Needs What to Say to Get an S4 Match My Notes
Style 3 agreement I need you to be a sounding board so I can feel more confident

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

I am concerned about my lack of progress on this goal.

(development level before and will need direction in order to be successful. Do you
concerns The pros and cons of each are …. Style 4 agreement I’m taking the lead on this, but how do you want to stay
agree? Things are not going as I expected.
and leadership style) My recommendation is …. What do you think? (development level informed?

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

performance will be Will you or will someone else review my performance? I’m a bit discouraged and would like to work with you on …. What else should I be thinking about? Successes shared Up to now, I have (share achievements).
tracked When would you like an update? A vote of confidence and I’d like some feedback on …. 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? Here’s why I think this is important ….
Priorities What is the priority of this goal or task? Let’s talk about your expectations for me and where I need your
time/help. Help and ideas, if I ask Opportunities to be
There are some things getting in my way. … Could you help me 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 ….
Style 2 agreement Since I’m still learning how to do this goal or task, I’d like to
What am I specifically responsible for? (development level share my ideas, but I also need some direction from you. What other information or resources would help me do this What would challenge me is ….
and leadership style) faster or better?
ALIGN

Boundaries Which decisions can I make on my own? Autonomy I’d like more autonomy to ….
When should I check in with you? Perspective I need perspective. Reminders of past Can you remind me of why I should feel more confident? The way I’d change this is ….
successes

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

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

What else should I be considering and why? my desire to do it? commitment, and
Access to information/ What information do you have that will be helpful to me?
resources Coaching Can you show me how? RECONNECT Opportunities to I’ll let you know when I’d like to meet again. contribution
Who might be a good role model, mentor, or teacher?
RELEARN

What information or resources do you have that would be reconnect An opportunity to Here’s how I’d like to stay in touch (set up plan).

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

Is it always this difficult?

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

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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.

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?

Leadership Behaviors
Clarify purpose of meeting
Acknowledge transferable skills
CONNECT
What concerns do you have?
What to Say How are you feeling?
Leadership Behaviors What to Say
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.
Your skills of … will be really helpful. Leadership Behaviors What to Say Tell me what you are most excited about.

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 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).

SLII Conversation Starters

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

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 …. Facilitate self-reliant problem

Situational Leaders also have a tool—

(share benefits). 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 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 ….

called SLII® Conversation Starters—

Teach/show; provide direction
and examples
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?
Let me show you how to do this. So, we’ve agreed the next steps are …. concerns?
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

that will help them to more flexibly

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?
help andthink?
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 so appreciate (describe contributions).

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

Provide feedback on how
Check for understanding
RECONNECT
I know this is harder than you thought it was going to be. Hang in Do you remember when you …?
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?
So, why don’t you recap/tell me what you’ve
Checkheard so I can make sure
for understanding and contributions

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. ®

Licensed for Use by

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012 www.kenblanchard.com