This document provides extra notes on the Blanchard Companies' Situational Leadership known as SLII.
Diagnosing Development Levels
D1: THE ENTHUSIASTIC BEGINNER
low competence, high commitment
When a person is at D1 development level for a task, they are open to direction because they are excited about learning a new skill. They don't yet know enough about what they are getting into to set their own goals, develop their own action plan or know if they are doing it right or making mistakes. The worst thing to do for them would be to give them a lot of encouragement but no direction on the task. It is easy to mistake their enthusiasm and sometimes misplaced confidence for ability. It is important to identify demonstrated knowledge and skills, not confidence or potential. A new employee may be a D1 for many tasks, but keep in mind that they may bring skills to the job for which their development level is higher. Any employee, even senior employees, may start at D1 level when taking on a task or responsibility that is completely new.
When a person is at D1 development level for a task, they are open to direction because they are excited about learning a new skill. They don't yet know enough about what they are getting into to set their own goals, develop their own action plan or know if they are doing it right or making mistakes. The worst thing to do for them would be to give them a lot of encouragement but no direction on the task. It is easy to mistake their enthusiasm and sometimes misplaced confidence for ability. It is important to identify demonstrated knowledge and skills, not confidence or potential. A new employee may be a D1 for many tasks, but keep in mind that they may bring skills to the job for which their development level is higher. Any employee, even senior employees, may start at D1 level when taking on a task or responsibility that is completely new.
D1 NEEDS
- Clear goals and roles
- Standards for what a good job looks like and examples of how others have done it
- Step-by-step process to follow
- Resources to consult if they get confused
- Recognition of their enthusiasm
- Help them identify any transferable skills they can bring to the task
- Hands-on training—being shown and told how
- Opportunities to ask questions
- Opportunities to practice
- Action plans—specific direction about how, when, and with whom
- Timelines
- Priorities
- Boundaries and limits
- Frequent feedback on results
- Solutions to problems
D1 VALUE
- Not limited by past experience
- Can look at old problems with fresh perspective
- Can contribute energy
- Fewer assumptions about what is/is not possible
- Personally challenged
- Enthusiasm is contagious
- Motivated!
D1 CHALLENGES
- Need frequent instruction and monitoring
- Requires direction and structure
- May make mistakes
- May go down the wrong path
- May not get the job done
- May have unrealistic expectations
D2: THE DISILLUSIONED LEARNER
low to some competence, low commitment
People may be at D2 level for a given task - not very good at it (yet) and not very motivated. Sometimes they are overwhelmed. It is tempting to get irritated when an employee is at D2 level for a task and to try to move them with pressure or discipline. That usually backfires, and destroys trust. Another temptation is to reassign the task. While that is always an option, it eliminates the opportunity to learn and evolve. According to Situational Leadership, these employees are likely to evolve out of their D2 slump when their managers take time to direct and support them. It is natural for a D1 to pass through a D2 phase on their way to becoming a D3 when they run into challenges. Others may also start out as D2 with little enthusiasm because they never wanted the task. This could be due to their own perceptions, or it could be that the task is inherently unpleasant, onerous or confusing. Face it, most of us have some tasks on our plate we don't love and struggle to perform well.
People may be at D2 level for a given task - not very good at it (yet) and not very motivated. Sometimes they are overwhelmed. It is tempting to get irritated when an employee is at D2 level for a task and to try to move them with pressure or discipline. That usually backfires, and destroys trust. Another temptation is to reassign the task. While that is always an option, it eliminates the opportunity to learn and evolve. According to Situational Leadership, these employees are likely to evolve out of their D2 slump when their managers take time to direct and support them. It is natural for a D1 to pass through a D2 phase on their way to becoming a D3 when they run into challenges. Others may also start out as D2 with little enthusiasm because they never wanted the task. This could be due to their own perceptions, or it could be that the task is inherently unpleasant, onerous or confusing. Face it, most of us have some tasks on our plate we don't love and struggle to perform well.
D2 NEEDS
- Clear goals
- Perspectives on the value or importance of the task
- Frequent feedback
- Praise for making progress - any progress
- Someone to listen to their concerns and frustrations and help them find a way to progress
- Help identifying obstacles to progress, gaps in knowledge, and support to overcome them
- Assurance that mistakes happen
- Assurance that they can learn if they stick with it
- Involvement and influence in decision making and problem solving
- Encouragement
D2 VALUE
- Can spur realignment of expectations around a task so that expectations are more realistic
- Have a questioning attitude that often leads to new approaches
- Often challenge the workplace to evaluate the way things are done Force goals to be reviewed and evaluated more often
- Can help the organization value progress and learning
D2 DEMAND
- Time for instruction and monitoring
- Can’t be depended on for consistent performance
- Can be angry and frustrated
- May have a poor attitude because needs are not being met
- Can be bored with routine parts of job
- May have high need for attention because of low self-esteem or lack of confidence with the goal or task May be reluctant to acknowledge needs
D2 CAUSES OF DISILLUSIONMENT
- The task is harder than I thought it was going to be
- No one appreciates my efforts
- I’m not getting the help I need to get better
- The more I learn, the more I realize I have to learn
- The task is boring
- I'm swamped with too many demands
- There are conflicting goals and a lack of priorities
- I didn’t want this job in the first place
D3: THE CAPABLE BUT CAUTIOUS PERFORMER
Medium to high competence, variable commitment
By D3 level, they know how to do the task quite well, and can work fairly independently. However, their commitment is variable. Maybe they don’t have full confidence in themselves yet to fly solo. They may be running into obstacles or challenges they don't feel able or authorized to address themselves. Maybe something outside of work is affecting their motivation levels. It is unhelpful at this level to try to solve their issues by directing them on their tasks, providing all the answers or teaching them. That may discourage them, or it may prevent them from ever becoming self-reliant. They need praise for what they’ve achieved, and to be pushed to try to make their own decisions/solve problems, building on their skills. Your role here is more as a sounding board. If you support them here, they may eventually achieve D4 level for the task.
D3 NEEDS
- An approachable mentor or coach, opportunities to test ideas
- Opportunities to express concerns and share feelings
- Support and encouragement to develop self-reliant problem solving skills
- A sounding board for thinking through solutions to problems
- Help in looking at their experience and skills objectively
- Help building confidence
- Praise and recognition for high levels of competence and performance
- Obstacles to goal accomplishment removed
D3 VALUE
- Fairly self-directed and require little supervision
- Moderate to high skill level and competence
- Make productive contributions
- Able to solve their own small problems, able to identify bigger challenges that may need management attention
D3 DEMANDS
- Not consistent yet in confidence or performance
- Insecure about making own decisions and taking full responsibility
- Needs someone to validate ideas
- Needs recognition and praise
- May be disinterested or distracted
- May be critical of organization processes or practices
- May be reluctant to try harder
D4: THE SELF-RELIANT ACHIEVER
high competence, high commitment
At this level of expertise, they know how to do the task. They feel ownership of it. Peak performers: consistent, independent, motivated and confident. They need to be given autonomy and decision-making power over their own area. It's important to let them do it "their way" as long as it meets the goal. They enjoy having their expertise recognized and utilized. A wise manager lets them have their space, but also recognizes they may eventually become bored and need a new challenge.
At this level of expertise, they know how to do the task. They feel ownership of it. Peak performers: consistent, independent, motivated and confident. They need to be given autonomy and decision-making power over their own area. It's important to let them do it "their way" as long as it meets the goal. They enjoy having their expertise recognized and utilized. A wise manager lets them have their space, but also recognizes they may eventually become bored and need a new challenge.
D4 NEEDS
- A leader who is more of a mentor and colleague than a manager
- Recognition of their expertise
- Autonomy and authority
- Trust
- Job variety and new challenges
D4 VALUE
- High levels of skill and competence
- Consistently perform at a high level of productivity
- Can be role models or mentors to others
- Can work independently and be self-directed – frees leader to work with others
- Inspire others with their high morale
- Self-reliant
- Excited, enthusiastic, passionate
D4 DEMANDS
- Occasional boredom because goals have been attained
- May become arrogant or impatient with coworkers
- Can be a rule breaker
- May resist change
Flexing Leadership Style
Directive Behaviors
STRUCTURE, ORGANIZE, TEACH, SUPERVISE- Setting goals and objectives
- Telling, teaching, explaining what and how
- Planning and organizing
- Identifying priorities
- Clarifying roles
- Establishing timelines
- Monitoring and checking work
Supportive Behavior
ENCOURAGE, LISTEN, ASK, EXPLAIN- Listening to problems
- Encouraging self-reliant problem-solving
- Involving employee in decision-making
- Explaining why
- Making information about organization accessible
- Disclosing information about self
S1: DIRECTIVE LEADERSHIP STYLE
high direction, low support
Matches to D1: The Enthusiastic Beginner
Matches to D1: The Enthusiastic Beginner
- Acknowledge the employee’s enthusiasm
- Acknowledges the employee’s transferable skills and progress to date
- Identifies desired outcomes, goals, and timelines
- Defines what a good job looks like and how performance will be tracked and monitored Develops a plan for the employee to learn new skills
- Takes the lead in action planning
- Makes most of the decisions about what, when, and with whom.
- Provides specific direction and instruction
- Takes the lead in problem-solving
- Provides frequent follow-up and feedback
S2: COACHING LEADERSHIP STYLE
high direction, high support
Matches to D2: The Disillusioned Learner
Employee Stuck in D2?
Matches to D2: The Disillusioned Learner
- Involve them in clarifying goals and action plans, but you make final decisions (Direction with some Support)
- Listen to their concerns and ideas (Support)
- Provide perspective that progress is being made (Support)
- Encourage and praise them on any progress they have made so far (Support)
- Involve them in problem-solving and decision-making (Support)
- Help them analyze successes and failures and consider alternatives (Support)
- Give advice and ideas (Direction)
- Share examples of others’ work (Direction)
- Provide information, resources, and coaching to continue building and refining skills (Support) Explain why the task/project is important (Support with Direction)
- What’s in it for them if they get it right? (Direction)
- Provide frequent and balanced feedback to build confidence and trust (Direction)
- Talk it over, but leader still makes final decision! (Direction with Support)
Employee Stuck in D2?
- Sometimes you can’t help but maybe they are misdiagnosed or misunderstood.
- Check assumptions & judgments
- Look beyond obvious symptoms, what are underlying motivations, beliefs, fears, or structural causes? Observe patterns but notice breaks – important clues. When do they get along with others? When do they seem happy or motivated? When do they perform better? When do they perform worse? Are there specific situations where they shine or falter? Why?
- Fast fix seldom helps. Use coaching, listening, questioning skills and observation to fully understand the problem, and it may take time.
S3: COACHING LEADERSHIP STYLE
low direction, high support
Matches to D3: The Capable, but Cautious Performer
Matches to D3: The Capable, but Cautious Performer
- Encourage them to take the lead in goal setting, action planning and problem solving (Support)
- Resist the urge to provide answers or solve problems! (Support)
- Facilitate self-reliant problem-solving and evaluation (Support)
- Ask questions, listen to concerns, serve as a sounding board for them (Support)
- Ask “how can I help” if they are truly stuck (Support)
- Share expertise and collaborate when asked (Support with possible Direction)
- Provide support, reassurance, encouragement and praise – help them recognize their competence and build commitment (Support)
- Reflect on past successes and skills to build confidence (Support)
- Suggest ways to make the goal more interesting or challenging, if motivation is low (Support)
- Remove obstacles to goal accomplishment (Support)
S4: DELEGATING LEADERSHIP STYLE
low direction, low support
Matches with D4: The Self-Reliant Achiever
Matches with D4: The Self-Reliant Achiever
- Expect them to take charge and keep you and others informed
- Expect them to take responsibility for goal-setting, action planning, and decision-making Trust their judgment
- Expect them to evaluate their own work, continuously improve and innovate
- Encourage them to challenge themselves to even higher levels of performance
- Find new challenges for them, reallocate some tasks to develop others
- Provide opportunities for them to share expertise, mentor and coach others Acknowledge, value and reward their contributions
- Provide additional resources as required
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