SLII
®
Matching
SLII Game
SLII Situation 1
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
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. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Be available to answer your team member’s questions and to offer support,
but avoid telling her how to do her job. Help her to examine what resources
are available to her to learn SMART goal setting. Reassure her that she’ll
master the skill of SMART goal setting in no time.
B. Ask your team member to figure it out for herself, since there are a lot of
good books and online tutorials on goal setting. Touch base with her in a
couple of weeks to see how things are going.
C. Teach your team member how to write SMART goals. Share a template for
a SMART goal and give her a link to a web-based tutorial on SMART goal
setting. Then meet with her to debrief how her goal meetings with her
team members went. Share a couple of SMART goals with her that she can
use as templates.
D. Give your team member some specific pointers on SMART goal setting
and share some examples. Tell her that you know she can do a good job.
Listen to her concerns and help her work through a few goals to make them
SMARTer. Ask her what she thinks her next steps should be and agree to
meet with her in the next week.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 2
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
An individual contributor, who has worked for the
organization for over five years and has been on your
team for more than three years, has shown a great
capacity for solving problems and pushing the team’s
thinking. His past performance has been better than
average and, in fact, he was even considered for your
job before you were promoted. In the three months
that you have been the team leader, there has been a
steady decline in his problem-solving ability. He is not
contributing his problem-solving skills to the team.
You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Leave the situation alone. Enlist the employee’s coworkers to help boost his
confidence. They are in a better position to talk to him about his feelings
about not getting your job.
B. Speak to the employee directly about his recent decline and unwillingness
to contribute his problem-solving skills. Emphasize that the situation must
improve. Give him specific steps to take that will turn his performance
around. Follow up to see that it happens.
C. Discuss with your employee the downward trend in his willingness to
contribute his expertise to solving team problems. Ask if anything outside
of the work setting may be contributing to it. Ask open-ended questions to
reveal these thoughts and feelings. Listen carefully to see if you can help.
Stress that you need his commitment and creativity if he and the team are
to succeed.
D. Discuss his unwillingness to contribute his expertise to solving team
problems. Share your thoughts about the situation and ask for his
perspective. Give him some specific suggestions for improving the situation
and listen to his ideas. Tell him that you need his cooperation and that you
want to work with him to turn things around. Check in with him to see if he
has followed through on your mutually agreed-upon action steps.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 3
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You manage a very professional, capable employee,
who does most of her job well with little help from you.
Unfortunately, there have been some recent instances
of incorrect pricing that have reduced company profit.
You feel that she does not know the new estimating
process, since it was revised at the beginning of the
year. Also, since she rushes to send price estimates
to her customers, she does not allow time for you to
review her proposals. She seems unconcerned with the
impact she’s having on profitability. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Send the employee a copy of the new estimating procedures and ask her
to follow them. Tell her that these estimating procedures must be followed.
Tell her that you want to review all of her proposals in the future before they
go out.
B. Share with the employee the problem as you see it. Emphasize why you
would like to review the estimates before they go out to her customers.
Give her a copy of the new estimating procedures and go over them with
her. Answer any questions she may have, and give her the rationale behind
the new process.
C. Send the employee a copy of the new estimating procedures and ask her
to use them as guidelines. Inform her that you don’t need to review her
proposals as long as the guidelines are followed.
D. Share your concerns with your employee about her recent work. Brainstorm
some ideas with her regarding what she can do about the situation.
Encourage her to follow the organization’s new estimating procedures, but
stay open to her thoughts about how they can be improved.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 4
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
Your work team handles all social media campaigns for
the company. The team has just been assigned a new
member. He does not totally understand how to do
many of his assignments because he’s new and isn’t
familiar with the company’s strategy, brands, or culture.
But he tries hard to complete the work he’s assigned
and wishes he could contribute his social media
experience more quickly. He is a determined learner
and has come to you asking for advice about how to
make a difference sooner. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Ask the employee to put his ideas on paper and then come back to talk
to you.
B. Tell the employee how to contribute his expertise, but include his
suggestions and input. Explain your rationale for project priorities. Focus on
how he should handle his assignments.
C. Give the employee specific guidelines on what he needs to do to become
familiar with the company’s strategy, brands, and culture; how to do it; and
whom to talk to. Pair him with another team member for the next 60 days.
D. Listen to the employee’s concerns, mutually discuss the challenges he’s
facing, praise his transferable skills and attitude, and explain to him that this
struggle is a natural aspect of learning a new job.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 5
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
A new online tool that assists virtual teams has just
been introduced to your company to facilitate better
meetings between field offices and the home office.
One of your employees is reluctant to learn the new
system, preferring to share documents via email and
to use the phone rather than the web. She claims she
does not have time to learn the new technology and
still do her job. You have a very good understanding of
the new tool, and you have explained the benefits and
importance of using it to her. So far, your efforts have
been ineffective. She continues to find excuses not to
learn the new tool. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Be patient. See if the employee’s willingness to learn how to use the new
online meeting tool improves with time.
B. Re-explain the rationale and benefits of the new online meeting tool. Set up
times to demonstrate what the technology can do and share some tips for
using it. Make an effort to listen to her concerns. Ask her to touch base with
her peers who love the tool. Reassure her that once she gets used to the
new tool, she won’t believe she didn’t adopt it sooner.
C. Listen to the employee’s concerns. Explore the options she has to learn the
new tool and reflect on how well she has done in the past learning new
technologies. Encourage her to make the effort and tell her you know she
will succeed and will see the benefits of using the tool.
D. Specifically define what the employee has to do to learn the new online
meeting tool. Go over all of the directions step by step for setting up virtual
teams with the new tool and for sharing documents. Insist that the next
three team calls are all set up with the new technology. Follow through to
make sure she does this.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 6
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
As a result of some new company initiatives, the work
flow has to be reorganized in one of the project teams
in your department within the next month. Individuals
on this project team have a history of working well
together. The team leader has experience with
reorganizing work flows and has made suggestions
for needed changes in the past. As the sponsor of this
project, you should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Discuss the changes with the team leader and involve her in developing
plans to reorganize the work flow. Stay in touch. Encourage her to use you
as a sounding board for her ideas.
B. Give the team leader the assignment of reorganizing the work flow. Ask her
to complete the task in a week for your review. Challenge her to reinvent the
current process.
C. Tell the team leader how you think the company’s new initiatives will impact
the project team’s work flow. Run through a list of specific changes that
you recommend. Be clear about how and when those changes should be
implemented.
D. Listen thoughtfully to the team leader’s recommendations about how
to reorganize the work flow. Then select one or two of her suggestions
and explain how you would implement them. Follow up to see how the
reorganization is going and praise her for progress being made.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 7
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
A very capable person who works for you has
demonstrated so much ability on an important project
that you have asked her to make a presentation to a
group of company executives who will be visiting next
week. The presentation is very important for a new
branding effort that the company is launching, and
she has given several successful presentations about it
already to her colleagues. Unfortunately, she seems to
lack confidence about this upcoming presentation to
the executives and makes frequent references to her
nervousness about it. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Let her know that she is going to have to make the presentation. Be clear
about the specifics about how, what, and when. Give her your suggestions
for improving the presentations she has given before. Arrange to meet with
her frequently to monitor her preparation.
B. Let her know that she is going to have to make the presentation, and give
her an outline to follow and some suggestions for improvement. Offer to let
her practice the presentation with you the day before. When she does, focus
on what she is doing right, while incorporating her suggestions on how to
improve it.
C. Reaffirm that you want her to make the presentation. Listen to her concerns.
Try to build her confidence by letting her think out loud about the changes
she might make to it, but leave the specifics to her. Remind her how well her
previous presentations on the new branding have gone.
D. Tell her that delivering the presentation is her responsibility. Don’t get
involved, as you have heard her talk this way before. Let her know you trust
her judgment.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 8
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
As a newly appointed manager at corporate
headquarters, you are in charge of people who provide
monthly information to other business units. You have
received feedback from more experienced users in
the business units that one of your people has a poor
attitude toward customer service. This person has
been with your support team for two years and knows
the technical aspects of his job very well; however, he
seems unable to answer the more complex questions
that come from the more experienced users in the
business units, and is apparently unconcerned that user
complaints are on the rise. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Present the data about customer complaints to this employee. Let him
know that his performance must improve. Arrange a meeting in a few
weeks to touch base on what he’s been able to accomplish.
B. Tell the employee that customer service must be improved immediately.
Give him several specific action steps you want him to take to better
respond to the complex questions he is getting. Ask him to handle the
requests of experienced users first. Follow up to ensure that results are
achieved.
C. Discuss some of the specific customer complaints you have received, and
engage him in problem-solving. Stress that this is his problem and that you
will support him by providing resources as needed.
D. Present the data about complaints from the other business units. Outline
an action plan to remedy the situation and ask for your employee’s input
on the proposed solutions. Offer advice, resources, and coaching. Be willing
to work side by side with him on the next requests he gets from more
experienced users. Listen to his perspective on the situation, but be sure
that a plan for improvement is developed.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 9
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
One of your experienced supervisors has no interest
in the company’s new performance management
process introduced at the end of last year. He manages
the performance of others well by setting clear goals
and communicating priorities, and has good, trustful
relationships with his team. He gives feedback on the
fly, but seems unconcerned that his employees want
more specific, frequent feedback and coaching about
their performance during the year and in performance
reviews. His feedback meetings haven’t been
scheduled, and he probably won’t get his online talent
assessments or interim performance reviews in on time.
You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Share your thinking on why good performance management systems are
important. Explore his concerns and listen to his reservations about the new
system. Be specific about how important it is to provide feedback. Show
him techniques to do his reviews more quickly and collaboratively. Set a
deadline for completing his reviews and touch base in a couple of days to
see how things are coming along.
B. Discuss the problem with him. Ask questions, listen to his concerns, and
get him to suggest solutions to the problem. Acknowledge what a good
job he does in setting goals. Assure him that goal alignment makes it so
much easier to provide feedback. Stress the need to implement the new
performance management system so that his employees are visible to
senior management. Encourage him to provide frequent feedback because
his employees will respect what he has to say.
C. Tell this supervisor to complete the performance feedback forms by next
week. Be specific about what he has to do and how he should do it. Use his
performance review and the feedback you are providing him as a model of
the behavior he needs to use with his own employees. Check to see that he
has formal feedback meetings with each of his team members and that his
performance reviews are done.
D. Ask this supervisor to complete the performance review forms on his
people within two weeks. Invite him to call you if he needs any help.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 10
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
One of your salespeople is excellent at completing
his weekly sales reports and turning them in on time
(10:00 a.m. on Mondays). He takes great pride in how
thorough and organized he is. It is now Monday
afternoon, and you have not received his report
from the previous week. You know he is working
today because you have seen some emails come in.
You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Email him with instructions to submit his weekly report by close of business
today. Be clear and specific about what you need from him.
B. Send him an email explaining how important timely sales reports are to the
company. Try to involve him in a conversation about the reports and how
you use them. Listen to his point of view and engage him in joint problemsolving.
C. Send him an email to ask why his weekly report is late. In a follow-up
meeting, ask lots of questions and listen to his concerns. Encourage him to
get the report in as soon as possible.
D. Let it go for now. This is not typical. He will likely turn in the report later in
the day.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 11
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
Your 10-year-old son has just come home with his
report card. Overall, he is very pleased with his grades.
He has received an A or a B in four out of five subjects.
But he is quite concerned about a C− he received in
mathematics and wants to improve his grade in that
course. He feels discouraged about his lack of ability in
this subject. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Listen to your son’s concerns, talk with him about how to study, and give
him the steps to follow to prepare for the next day’s assignments. Ask him
what he thinks about your ideas. Reassure him that his grade will improve if
he works at it. Follow up with him to see how he is doing.
B. Listen to your son’s concerns, but ask him to work out the problem by
himself or with his mathematics teacher. Check back with him later to see
how he is succeeding.
C. Tell your son that he needs to spend more time on his mathematics
homework. Outline the steps necessary to prepare the assignments,
and check with him to see how much time was spent each night on his
mathematics.
D. Listen to your son’s concerns and try to build his confidence by reviewing
with him what he needs to do to get a better grade. Explore some steps he
can take to improve his mathematics grade.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 12
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
A coworker and friend has come to you for help. He
seems totally lost and confused about how to compile
and analyze data for a report on an upcoming new
product launch. He knows you have experience in this
area. He knows his performance is below standard, and
both of you know that he is in jeopardy of losing his job.
He cannot imagine going to his manager for help. He
is discouraged and wants to do something about this
situation now. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Listen to your coworker’s concerns, but suggest he go to his manager
because his manager needs to know what’s happening and can help him.
B. Give your coworker specific suggestions for compiling the data and
preparing the report. Provide some templates you have used in the past.
Focus on the specific steps he needs to follow to turn the situation around
and get the report done. Suggest a timetable that includes frequent contact
and discussion with you in the upcoming weeks. Downplay his concerns,
and focus on giving him the help he needs.
C. Listen to your coworker’s concerns. Ask him what ideas he may have for
getting the data compiled and the report generated. Ask him to think about
who else he can turn to for resources. Explore alternatives with him and
encourage him to take whatever steps seem feasible. Build his confidence
by reminding him of how successful he’s been in the past when projects
have gotten off track.
D. Listen to your coworker’s concerns. Give him some specific ideas on how to
compile the data, prepare the report, and open up communications with his
manager. Listen to his suggestions and build on them. Assure him that he
can turn the situation around. Follow up with him over the next few weeks
to see how he is implementing the ideas you both discussed. Be sure to
acknowledge the progress he has made.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 13
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You have been working at the same level as another
employee in the IT department for the past two years.
During this period, she has helped you greatly as
new technology platforms have been evaluated and
introduced. She is one of the top performers in IT and,
as a result, gets assigned a large number of projects.
She is presently working on a very complex project to
implement a new technology platform that seems to be
going well. You have some free time and knowledge
about such projects. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Get involved with the project and provide some specific suggestions on
how she can excel on the platform implementation. Share your experience
with similar projects. Tell her what works and does not work from your
perspective. Schedule a follow-up meeting to check on her progress.
B. Take the time to teach your peer some of the things that have worked
for you. Get involved in discussions about the project. Ask her about the
approach she is taking and make suggestions where possible. Let her know
you have time to help get the work done.
C. Ask your peer how her work is coming along and share whatever
information you have that may be helpful. Listen to her concerns and help
her look at alternative solutions for problems that may be occurring.
D. Thank your peer for all the help she has given you in the past. Let her know
you have appreciated her help and offer your assistance in return on the
project she is now leading.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 14
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
Two of your design engineers who have to work
together on a project are having problems getting
along. In the past, they have not demonstrated the
interpersonal skills necessary to work together. They
seem to be spending more time trying to catch one
another doing something wrong rather than working
out their differences. The conflict is drastically affecting
their work on the project. In separate meetings with
each engineer, you should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Listen as each shares his perspective on the situation, and then explain what
needs to be done to work more effectively together. Make it clear that the
problem must be resolved and that you will help.
B. Discuss the situation with each engineer, but do not take control or impose
your solution. Help each to explore solutions to the problem. Make it clear
that the situation must be resolved.
C. Tell each engineer the problem as you see it. Outline the steps that need to
be followed in order to alleviate the issue and follow up to see that those
steps are implemented.
D. Let each engineer know that you are aware of the situation. Ask each to take
care of it. Follow up to see if the problem is resolved.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 15
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
One of your peers in the product design department
has dropped by to visit you at least three times in
the last couple of weeks to discuss an important new
project. He claims that the project is going well, but his
frequent visits indicate to you that he lacks confidence.
You know from independent sources that this project
is progressing nicely and will be completed on time, in
the next four months. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Tell your peer that you are confident he can handle the project. Tell him you
are available if he needs to discuss it with someone, but otherwise leave him
alone to do it.
B. Give your peer some specific guidelines for completing the project since
you managed a similar one in the past. Set up a series of meetings to check
in on his progress.
C. Listen to your peer and assure him that he can handle the project. Ask him
who else he can talk to for different perspectives on it. Let him vent, and
then ask what he can do about his concerns. Be careful not to try to solve
the problem for him.
D. Give your peer some specific ideas on how to complete the project, and
listen to his reactions. Stay connected over the next several weeks to
monitor his progress and offer advice and encouragement.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 16
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You have been in a new managerial position for
approximately five months. One of your financial
analysts, who has been with the company for six years,
has recently demonstrated poor performance in his
preparation of monthly accounts receivable reports.
He has a reputation for providing timely and accurate
reports. Lately, however, his reports have been late and
have had glaring inaccuracies. His delays and mistakes
have been stalling decision-making and will ultimately
cost the company money. He does not seem to care.
You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Tell the employee that his performance has not been up to par. Tell him you
are going to be a lot more hands-on. Clearly spell out the steps that must be
followed to complete work accurately and on time, and tell him that you will
follow up to see that his performance improves.
B. Let the employee know that you have noticed his reports are late and often
have glaring inaccuracies. Ask him to focus on getting his performance back
on track.
C. Ask the employee about his present poor performance. Explain the impact
that his delays and mistakes are having on others. Ask him what he thinks
is causing the situation and what he can do to improve his timeliness and
accuracy. Listen and see if you can help.
D. Talk to the employee about his poor performance, and spell out the steps
you want him to follow to improve it. Ask him what he thinks about the
steps and why he thinks his performance needs to improve. Listen to and
incorporate his suggestions, but be clear about the steps you feel he needs
to follow.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 17
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You believe that it is important for your children to
do certain chores around the house in order to learn
responsibility. Your 12-year-old has never done her
chores consistently. She does not pick up her things or
help with meals or laundry even when she’s asked. Her
room is a mess and when you ask her to clean it, she
ignores you. You have had many conversations with her
and told her what you expect of her as a member of the
family, but that approach has not been successful. You
should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Tell her what you expect, and when and how her chores need to be done.
Check to see that they are done on time. Stress the rewards of pitching in
and the negative consequences of not doing her assigned chores.
B. Explain what needs to be done and how you want her to do it. Listen to
what she has to say, and ask her how she might contribute more to picking
up the living space the whole family shares and keeping her room clean. Let
her know the standards you expect, but try to involve her in how and why
she needs to contribute around the house.
C. Have a discussion with her about her responsibilities. See if she has a
solution to the problem. Try to draw her out. Find out why she is not
committed to consistently doing the few things that would make life easier
for everyone. Be a good listener.
D. Inform your daughter of what you expect and follow up at a later date to
see if things improve.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 18
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You have just hired the competition’s top manager.
This person comes with great credentials and a lot of
experience as a project manager. Her responsibility will
be to manage one-third of your department. Since your
department is in trouble and cannot afford any more
setbacks, you feel fortunate to have this person on your
staff. Right now, she really needs extensive information
about your organization’s strategy, culture, and policies
in order to contribute her experience. She doesn’t know
where to begin, but is willing to learn. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Orient her to the company, give her specific information about the position,
and let her know what a good job looks like. Introduce her to people who
can help and advise her.
B. Brief her on the problems your department is facing. Give her the space
to resolve these issues in her own way and in her own time. Provide her
with information about the company, and tell her to call you if she has any
questions.
C. Discuss the department’s problems with the new manager and brainstorm
possible courses of action. Support her efforts to get oriented and up to
speed on the organization as quickly as possible and to contribute as soon
as she’s ready.
D. Give her specific directions about getting up to speed. Introduce her to
the people in the organization who can best orient her to the company’s
strategy, culture, and operations. Offer to help her in any way you can and
follow up to see that she’s making progress. Involve her in problem-solving
as soon as possible by asking for her input.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 19
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You are scheduled to attend two weeks of executive
training immediately following your upcoming
vacation. You must choose one of your managers to act
in your place while you are away. The manager you left
in charge the last time you were gone did a good job;
however, he did not handle one problem well because
he was not confident that he had the right solution.
The situation went on longer than it needed to, but he
learned from it. He’s happy to back you up this time, so
you have asked him to fill in for you again. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Let this manager know that he is in charge while you are away. Give him
a phone number where you can be reached in case he feels he needs to
check in with you.
B. Tell this manager that he is in charge while you are away. Brainstorm with
him some possible situations that might come up and their solutions.
Assure him that he can handle any problems that arise. Tell him not to worry
if some minor mistakes are made.
C. Tell this manager that he is in charge while you are away. Give him advice
for handling certain problems that may arise but instruct him to call you
immediately should he have any difficulty. Call frequently to check in
with him.
D. Tell this manager that he is in charge while you are away. Discuss what
might happen in a couple of areas, but get his input and suggestions, too.
Encourage his initiative and build his confidence by consulting with him.
Ask him to keep you updated by email, but check in with him a couple of
times a week to discuss anything that’s come up.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 20
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You and your manager have worked together for two
years and have a volatile relationship. Although you
would like to help her more, she does not generally
recognize your expertise or respond to your interest
in helping. Over the last month, you have learned that
your manager lacks confidence in establishing forecasts
for a new product on which you are an expert. Without
your advice, her forecast is likely to be inaccurate.
Although she seems aware that she could use the help,
she is hesitant about asking for it. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Talk with your manager and mention that you have heard she is working
on the forecast report. Try not to push the issue. Let her know that you are
available if there is some way you can help.
B. Tell your manager that you heard she is working on the forecasting report.
Ask how it is coming along. Draw her out on the specifics of the report,
asking open-ended questions that facilitate her thinking. Do not advocate
a position, but help her reach her own conclusions. Offer to help her in any
way you can.
C. Offer your help on the report. Drawing on your knowledge of the product,
suggest some specific focus group results and customer research data that
she might want to look at. Share with her how you’d approach the forecast.
Draw out her reactions to your plan and build on her ideas. Engage her in
exploring the rationale for the approach you’ve suggested. Ask her how she
feels about the plan the two of you have created.
D. Tell your manager that you want to help with the product forecasts.
Advocate a specific course of action with clear steps and timelines. Talk
about the customer research data and focus group results that she needs
to review. Be detail-oriented, brief, and specific. Try to keep the discussion
focused on your approach.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 21
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You are a newly appointed supervisor of a unit that
operates several pieces of heavy machinery. One
of your employees has not been maintaining her
machinery, and several breakdowns have occurred on
her machine. She has worked for the company for only
two months and seems unclear about what to do. She
wants to change the situation, but she does not have
the skills. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Listen to the employee’s concerns. Help her think about what she might
do to eliminate breakdowns. Encourage her to keep trying and share
your ideas with her. Stress that with effort and time, she can resolve the
problems herself.
B. Ask the employee to take care of the problem. Tell her to call you if the
need arises, but keep an eye on her performance.
C. Ask the employee how she might eliminate the breakdowns and
incorporate her suggestions in a preventative maintenance schedule. Tell
her how you view the situation and how she can improve it. Share your
own experience of the problems you have had when you worked on the
machines.
D. Specifically tell the employee how to turn the problem around. Show her
what to do and follow up with her to see that your directions are carried
out. Let her know that you appreciate her willingness to follow your
direction.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 22
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You are a manager of a highly specialized software
development organization that has grown quickly
over the last few years. While your expertise is not in
the software, you manage several people who are
software experts. One of your new employees is having
problems with a new software program that’s under
development and has asked for your help. The timeline
is tight. He is open to any guidance you can give him.
You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Listen to the new employee’s problems. Ask facilitating questions that
might help him generate alternative solutions for himself. Encourage the
employee to take some risks and praise him for his willingness to try.
B. Tell the new employee to find someone else to help him. Check back to
make sure he has.
C. Find a specific coworker who is an experienced software expert, and has
worked for the company for many years, and ask him or her to work with
the new employee. Reassure your new employee that he will receive the
direction and coaching he needs on how to accomplish the task. Encourage
the coworker to help with the problem and check back frequently with him
to see how everything is going.
D. Ask the new employee for his input, stressing that the problems he is facing
must be solved quickly. Ask him to generate alternative solutions, and
suggest that he reach out to a couple of his more experienced colleagues to
critique the ideas he presents. Praise his initiative. Frequently check on his
progress.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 23
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
Your teenage daughter is an excellent driver and is
generally very responsible. She has not been late in
the past. This evening she borrowed the family car and
was 45 minutes late returning from a movie, which she
attended with her girlfriend. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Tell your daughter that she is late, restate the rules, and take away her use of
the car for a week.
B. Tell your daughter that you were worried and convince her of the
importance of letting you know when she is going to be late. Listen to her
side of the story, but see that she understands your expectations.
C. Have a friendly discussion with your daughter about why she was late.
Explore what she can do in the future if it looks like she will be late.
D. Let your daughter know that you are happy she is home. Explain that
because she was late and had not called or texted you, you thought
something might have happened to her. Do not make a big issue of the
incident.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 24
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You have an experienced and knowledgeable employee
on your team who is well regarded in the department
as a strong project leader. Her performance during your
three-month tenure has been excellent. Your company
has just gone through a planning cycle, and you now
must make some new project leadership assignments.
It is important that the right people handle these
projects since the company is just emerging from a
difficult financial period. Your employee is looking
for a new challenge and would love to leverage her
leadership skills. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Give her the project assignments. Be clear about timelines, priorities, and
activities that must be accomplished. Set up interim meetings with her to
monitor results.
B. Give her the project assignments and ask her to call you if problems arise.
Monitor progress by requiring that all project managers submit biweekly
status reports.
C. Give her the project assignments. Share your feelings and thoughts about
the company’s financial position. Ask her to quickly review with you how
she plans to handle these projects. Encourage and support her ideas and
meet with her occasionally to help if you can.
D. Give her the project assignments. Stress the importance of these projects
to the company’s future profit picture. Share with her how to handle these
projects, including timelines and priorities. Get her suggestions and modify
the plan based on her ideas and expertise. Set up regular meetings with her
to stay informed on the projects.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 25
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You manage two marketing managers who do not work
well together at staff meetings. Both push their points
too hard, fail to build on each other’s comments, and
tend to talk over each other. Individually, they value
team meetings, feel that they have a lot to offer, and
seem to respect each other outside the meetings. They
just have no idea how to work together. In separate
meetings with each of them, you should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Ask each manager to be mindful of the way he treats the other at these
meetings. See what happens.
B. Express your concerns about how each manager behaves in team meetings
and encourage each to change it. Be specific and ask each manager to
generate and commit to possible solutions. Let each manager decide how
and when to act on the proposed solutions.
C. Tell each manager that you see a problem with the way he treats the other
in team meetings. Describe each of their behaviors and the impact it’s
having on the rest of the team. Define what you want him to do about it
and express your appreciation for his eagerness to help the team and each
other. Commit to giving each manager feedback at the end of the next
team meeting.
D. Share your concerns with each manager about how he treats the other in
team meetings. Describe his behaviors, define what you want him to do
about it, and draw out each manager’s feelings regarding your proposed
solution. Listen to any suggestions each may have and incorporate them
into an action plan. Be sure each does what he has agreed to do.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 26
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You manage 23 customer service representatives who
answer the customer hotline for a large company. One
of the reps is very rude to her customers and doesn’t
seem to care. In monitoring her calls, you have noticed
that she seems to lack product knowledge, doesn’t offer
solutions, and frequently blames the customers when
they want to speak to someone else. You have had
several customer complaints over the last two weeks.
You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Explain to the rep that you have had several complaints about her. State
what you perceive the problem is and ask her for her reactions and ideas.
Incorporate any ideas she may have regarding her improvement in this area
in an action plan. Let her know what specific customer service and product
training you want her to have. After she has gone through the training,
monitor her interactions with customers and give her feedback on her
progress.
B. Explain to the rep that you have had several complaints about her. Set a
goal for her to improve her customer service interactions. Let her know
what specific customer service and product training you want her to have
to better serve her customers. After she has had the training, continue to
monitor her interactions with customers.
C. Explain to the rep that you have had several customer complaints about
her. Ask her to brainstorm several solutions that she thinks will improve the
situation, and encourage her to implement these solutions. Build a rationale
for why this problem must be solved and express your confidence in her
solutions. Continue to monitor her performance in this area.
D. Explain to the rep that you have had several customer complaints about her.
Impress upon her the importance of good customer service and ask her to
improve her performance. Continue to track her performance in this area.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 27
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You have been assigned to oversee the work of a
global virtual task force in your company. The goal
of the task force is to design activities that introduce
the company’s new vision and values to the entire
organization, worldwide. You have asked one of your
direct reports to do some preliminary research on how
other companies have launched similar initiatives. This
employee seems excited about the project, but during
the first meeting you get the impression that he has no
idea where to begin or how to find and organize this
information into a coherent report. The report is due in
a month. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Restate that the goal of the task force is to decide how to implement the
company’s new vision and values globally. Help him understand how this
preliminary research will help the task force. Ask him to continue to work on
the task and check with you when he is ready to discuss his efforts.
B. Tell him where he can start to look for the information he needs. Give him
suggestions about which companies to look at and which publications
to reference. Be specific about the length of the report and timelines for
its delivery. Suggest that he talk to a few people who have just joined the
company so he can benchmark their previous employers. Ask him to send
you an update on his work in one week.
C. Explain the rationale for the report and be specific about the types of
information that will be helpful to the task force. Give examples, then be
specific about how and where he can find the best research on the topic.
Ask him for his input on the task, and incorporate his suggestions as much
as possible. Be sure to spell out timelines and interim checkpoints.
D. Ask him to outline the steps he could follow to complete this much-needed
report. Stress how important it is to the future success of this task force.
Listen to his ideas and suggest your own, but don’t push. Give him a chance
to ask you for your opinion and share your insights as appropriate. Reassure
him that he’s the best person to be doing the research.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 28
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You are a district manager for a growing company and
manage 15 sales reps. You have to do some preliminary
projections for next year’s sales goals and need some
help. You are about to meet with one of your most
experienced assistant managers to assign her the task
of gathering the data for these projections over the
next month. She has had experience in all phases of
the sales process and has a knack for data analysis. She
wants the assignment. You should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Ask her to take on the assignment. Praise the skills she brings to the task.
Help her think about how she will go about data collection and analysis,
and listen to any concerns she may have. Share your rationale for the need
for accuracy and be available to help if needed.
B. Tell her that you want her to compile the sales projections. Specify the
format, the steps she should follow, whom she should involve, and the
timeline for the report. Ask her to give you progress reports every two days
and to contact you if she has any questions.
C. Ask her to compile the sales projections by the end of the month. Let her
know she can contact you if she has any questions. Tell her you know it will
just take you a day to review what she has done. Thank her for taking on the
project.
D. Ask her to compile the sales projections. Specify the format, the data
collection plan, and the timeline for submitting the projections. Ask for her
ideas and incorporate them into the approach you want her to use to make
the projections. Acknowledge your trust in her skills. Ask her to check in
with you twice before finalizing the report so you stay informed.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 29
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
Your 17-year-old daughter, who is in her third year of
high school, has just announced after the first week of
the fall semester that she is going to drop her honors
math class because she doesn’t like the teacher and
none of her friends are in her class. She has not thought
about how this change will affect her chance to go to
the university of her choice or the rest of her schedule.
Her math grade over last year has been very good. You
should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Tell her there is no way she is dropping this class. Check in with her every
day or so to make sure she has her assignments completed. Monitor her
grades.
B. Tell her she should not drop this class, but don’t make a big deal of it. Tell
her she will feel differently once she gets into it. Check to see how she is
doing with the class at the end of the next grading period.
C. Let her know that there is no way you want her to drop this class. Explain
the reasons for your decision and solicit her reactions. Then specify how she
might approach her assignments. Ask for her suggestions and incorporate
her ideas in a plan. Check to see how she is doing every week or so.
D. Discuss her reasons for wanting to drop the class. Listen to her side of the
story. Share with her that you don’t want her to drop the class and your
reasons for the decision. Remind her of her long-term goals and how this
will affect her chances of getting into the university of her choice. Explain
that you think she has the skills to succeed in this class.
© 2013–2020 The Ken Blanchard Companies. All Rights Reserved. Reproduce Only with Written Permission. V010120 • EL0935
SLII Situation 30
®
N
S3
S2
GA
TIN
EC
N
LE
TI
DE
S1
DIR
S4
High Directive
and
High Supportive
Behavior
G
SUP
P OR
TI
G
I NG
S U P P O R T I V E B E H AV I O R
High Supportive
and
Low Directive
Behavior
H
AC
CO
You have six team leaders who report to you. You must
ask all of the teams to implement some new quality
standards. You want to meet with the leader of one
team that has a good track record in meeting and
exceeding quality standards, as well as effective ways of
working together. This group’s output has been the
best of the six teams you lead. They are capable of
handling change effectively and you believe this team
will be quite capable of implementing the newest
quality standards within the next three months. In the
meeting with this team’s leader, you should
SLII® Model
Leadership Styles
HIGH
Low Supportive
and
Low Directive
Behavior
High Directive
and
Low Supportive
Behavior
G
D I R E C T I V E B E H AV I O R
LOW
D4
D3
High
Competence
Moderate to High
Competence
High
Commitment
Variable
Commitment
HIGH
D2
D1
Low to Some
Competence
Low
Competence
Low
Commitment
DEVELOPED
High
Commitment
DEVELOPING
Development Levels
A. Outline the specific changes in quality that must be made and the action
steps necessary to do so. Tell the team leader to distribute the new
standards to the team and ask each team member to get started using
the action steps you have provided. Emphasize that the project must be
completed and the new standards achieved in the next quarter.
B. Ask the team leader to review the proposed quality standards. Ask him what
might be the best way to get everyone on the team involved and aligned
on this challenge. Brainstorm some of the guidelines that the team might
suggest. Advocate what you think is possible, but tell the leader that you
will go with the team’s suggestions.
C. Inform the team leader of the upcoming changes in quality standards. Share
your draft plan and ask him to have his team critically analyze the proposed
strategy. Explain that you will accommodate suggestions from his team but
you will make the final decisions. Tell him that you are looking forward to
seeing his team’s suggestions since they have such a strong track record for
quality.
D. Ask the team leader to have his team review the proposed quality
standards. Explain that, within reason, you want them to create a plan for
the implementation of these standards. Ask him to keep you abreast of
what is decided after each team meeting so you may stay informed.
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C088331