Situational Leadership® II

Situational Leadership® II
Welcome to Situational Leadership® II © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item #14363 • V San Diego / • London 44 (0) • Toronto / © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Reflecting on Leadership
Complete Orchestra Leader versus Jazz Band Leader One thing you need from your leader i–1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Purposes of Situational Leadership® II
1. Open up communication—increase the frequency and quality of conversations about performance and development between you and the people you work with 2. Help others develop competence and commitment 3. Teach others how to provide their own direction and support 4. Value and honor differences i–3 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Core Competencies of a Situational Leader
Diagnosis Identify characteristics and needs of four levels of development Determine needs for direction and support Flexibility Use all 14 directive and supportive leadership behaviors Use all four styles Adjust leadership style when competence or commitment increases or decreases Be perceived as flexible and effective Partnering for Performance Use the common vocabulary of SLII® Skillfully use One on Ones Be able to Partner for Performance Resolve disagreements about development level Use Coaching for Impact Action Plans i–4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Training Program at a Glance
Program Modules Module 1 – Leadership for the Future Module 2 – Beliefs and Building Blocks Module 3 – Diagnosis: The First Skill of SL II Module 4 – Flexibility: The Second Skill of SL II Module 5 – The Match: Matching Style to Development Module 6 – SLII Skill Practice Module 7 – Partnering for Performance: Third Skill of SL II Module 8 – Action Planning end i–6 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Leadership for the Future
A Developmental Model A Tool for Communication and Dialogue Role of Teacher and Coach Objectives: Discuss role of leader Importance of flexibility and adaptability in developing people 1-1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Context for Leadership
Organizations cannot do the same things over and over again and expect to be different. Change can cause growth. Leaders need to initiate change by defining vision and values. Change creates the need for new skills. In the midst of change, leaders need time for reflection. Change is inevitable… Growth is optional Questions: What changes or issues do you face in your team? What challenges do you face as a leader? Stream 1-2 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Context of Leadership
“The bottom line is that you can’t do it alone. If you really want to be a leader, you must develop others around you. You must establish a team. You must find a way to get your vision seen, implemented, and contributed to by others. The leader sees the big picture, but he needs other leaders to help make his picture reality,” John Maxwell © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

My Leadership in the Future
… “become passionately dedicated to visions and fanatically committed to carrying them out-but be flexible, responsive, and able to change direction quickly.” ….. “Future leaders will be tightwire artists.” Jay Conger “Leadership is what gives an organization its vision and its ability to translate that vision into reality.” Warren Bennis Impact Map Think about your leadership in the future 1-4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Situational Leader Provides:
Clear Goals Direction Training Support Feedback and Recognition 1-4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Using SLII Competencies
Complete: Identify an individual whose performance you would like to help improve or an individual you would like to develop to take on more responsibility. end 1-5 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Beliefs and Building Blocks
Skill in Coaching Skill as Influencer Objectives: Develop common vocabulary Understand difference between successful and effective leadership Learn SL II core beliefs Identify the three skills No best leadership style 2–1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Definition of Leadership
Leadership is an influence process. It is working with people to accomplish their goals and the goals of the organization. 2-2 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Successful and Effective Leadership
Behavior Performance Results Effective Attitude Commitment Feelings 2–2 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Successful Leadership and Effective Leadership
2–3 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Successful and Effective Leadership
Focus on: Behavior Performance Results Attitudes Commitment Feelings Successful and Effective Leadership Worksheet 2–4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The pattern of behaviors you use with others
Leadership Style The pattern of behaviors you use with others over time as perceived by them 2–5 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Beliefs and Values about People
People can and want to develop Leadership is a partnership People value involvement and communication 2–6 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Situational Leadership® II isn’t something you do to people; it’s something you do with people!

What’s important as a leader is not what happens when you’re there; it’s what happens when you’re not there! 2–6 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Three Skills of a Situational Leader
Diagnosis—assessing developmental needs Flexibility—using a variety of leadership styles comfortably Partnering for Performance—reaching agreements with others about the leadership style they need 2–7 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Different Strokes for Different Folks
Different Strokes. . . for the Same Folks, Depending on the Goal or Task 2–7 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

There is no BEST leadership style
I t D e p e n d s on the situation 2–7 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Situational Variables
Goal or Task Variables Organization Variables Leader Variables Development level of the individual 2–8 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Research on Situational Leadership® II
If leaders are Situational Leaders, their team members… Feel less tension See their leader as oriented to change and receptive to new ideas and innovation Perceive that their leader is interested in their growth and development Perceive that their leader is skillful Have higher morale Feel more empowered 2–11 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Impact Study Results Stronger leadership skills—better at goal setting, observing and monitoring performance, giving feedback, facilitating problem solving, and providing recognition Higher worker satisfaction Lower turnover Increased productivity Increased sales end 2–12 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Diagnosis: The First SL Skill
The willingness and ability to look at a situation and assess others’ developmental needs in order to decide which leadership style is the most appropriate for the goal or task at hand. Objectives: Development level—competence and commitment Needs and characteristics of D1, D2, D3, D4 Develop skills to diagnose successfully Development level poster 3–1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Development Level Competence Commitment Motivation Confidence
Demonstrated goal- or task-specific knowledge and skills Transferable knowledge and skills Commitment Motivation Confidence Complete workbook responses 3–2/3 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Four Development Levels
D1—Low competence and high commitment D2—Low to some competence and low commitment D3—Moderate to high competence and variable commitment D4—High competence and high commitment 3–4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Development Level 1 Descriptors or Characteristics of D1 3–4
© 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Four Development Levels
D1—The Enthusiastic Beginner D2—The Disillusioned Learner D3—The Capable, but Cautious, Performer D4—The Self-Reliant Achiever Strengths, insights and Needs of D1, D2, D3, D4 3–8/12 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Needs of a D1 Recognition of enthusiasm and transferable skills
Clear goals and roles Standards for what a good job looks like Timelines Priorities Information on how data about performance will be collected and shared Action plans—specific direction about how, when, and with whom Boundaries and limits 3–4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Needs of a D1 Information about the goal or task and the organization The unwritten rules on “how things work around here” A step-by-step process for learning new skills Hands-on training—being shown and told how Concrete examples of how others accomplish the goal or task Opportunities to practice Frequent feedback on results Solutions to problems 3–4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Needs of a D2 Clear goals Perspective Frequent feedback
Praise for making progress Help in analyzing successes and failures; assurance that it is OK to make mistakes Explanations of why the goal or task is important (explanations of how) 3–5 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Needs of a D2 Opportunities to discuss concerns and share feelings
Involvement and influence in decision making and problem solving Encouragement Advice/additional next steps/alternatives Coaching to build and refine skills 3–5 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Causes of Disillusionment
The task is harder than I thought it w as 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 There are conflicting goals and a lack of priorities I didn’t want this job in the first place 3–5 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Needs of a D3 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 3–6 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Needs of a D3 Help in looking at experience and skills objectively, so confidence is built Praise and recognition for high levels of competence and performance Obstacles to goal accomplishment removed A kick-start to overcome procrastination 3–6 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Needs of a D4 Variety and challenge
A leader who is more of a mentor and colleague than a manager Acknowledgment of contributions Autonomy and authority Trust Opportunities to share know ledge and skills with others break 3–7 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Development Level Descriptors
Self-critical Cautious Doubtful Capable Contributing Insecure Tentative/unsure Bored/apathetic D4 Justifiably confident Consistently competent Inspired/inspires others Expert Autonomous Self-assured Accomplished Self-reliant/self-directed D2 Overwhelmed Confused Demotivated Demoralized Frustrated Disillusioned Discouraged Flashes of competence D1 Hopeful Inexperienced Curious New/unskilled Optimistic Excited Eager Enthusiastic 3–12 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Five Key Diagnosis Questions
1. Does the person know the specific goal or task? 2. How strong or good are the individual’s demonstrated task knowledge and skills? 3. How strong or good are the individual’s transferable skills? 4. How motivated, interested, or enthusiastic is the individual? 5. How confident/self-assured is the individual? 3–13 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Competence and Commitment in the Four Development Levels
Average Performer On Going Learner Learner Peak Performer 3-14 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Model for Diagnosing Development Level
The case of the bright, promotable manager 3-15 Your own development story 3-17 3-14/17 end © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Flexibility: The Second SL Skill
The ability to use a variety of leadership styles comfortably. Objectives: Identify Directive and Supportive Behavior Describe Four Leadership Styles: Directing, Coaching, Supporting, Delegating Learn what a leader does in all four styles Learn how flexible you are in your leadership style 4–1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Directive Behavior The extent to which a leader Five Key Words:
Sets goals and clarifies expectations Tells and shows an individual what to do, when, and how to do it Closely supervises, monitors, and evaluates performance Structure Organize Teach Supervise Evaluate Five Key Words: 4–2 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Directive Leader Behaviors
Sets goals and objectives Plans and organizes work in advance Clarifies the leader and team member roles Teaches the team member how to do a specific task Determines methods of evaluation and checks work; frequent feedback Establishes timelines Identifies job priorities 4–2 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Supportive Behavior The extent to which a leader
Engages in more two-way communication Listens and provides support and encouragement Involves the other person in decision making Encourages and facilitates self-reliant problem solving Ask (for input) Listen Facilitate (problem solve) Explain (why) Encourage Five Key Words: 4–3 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Supportive Leader Behaviors
Listen and confirm you heard Encourages, reassures, and praises Shares information about the organization, goals, tasks Discloses information about self Facilitates self-reliant problem solving Involvement by asking for suggestions or input Explains why; provide rationale Coding Leadership Behaviors; What do you Say? 4-4/9 4–3 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

What does a leader do using Style 1
Acknowledges enthusiasm Defines Goals Defines roles Leads in planning Organizes and shares information Develops plan for learning Give direction: Teaches and shows how Gives examples of how to do good job Check for understanding: Frequent feedback Build Competence 4–10 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Involvement in goal discussion and problem solving but makes final decision Listens to concerns Provides perspective Helps analyze success and failure Gives advice, ideas, shares examples Provides information Explains why (it is done this way) Frequent praise You care 4–12 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Team member takes lead Asks questions, listen to concerns Facilitate Asks how I can help Collaborates, shares when asked Provides support, praise, encouragement Reflects on past successes Suggests ways to make goal more interesting Removes obstacles They believe 4–14 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Expects team member to take charge Expects tm set goals and planning; confirms plans with leader Trusts tm judgment Expects tm to evaluate own work Encourages tm to attempt greater Provides teaching opportunities for tm Acknowledges tm worth Provides needed resources to tm Be magnificent 4–16 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Four Leadership Styles Leader Behavior
In all four styles, the leader Makes sure goals and expectations are clear Observes and monitors performance Gives feedback 4–18 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Four Leadership Styles
Exploring/asking Explaining/clarifying Redirecting Sharing feedback Encouraging Praising Defining Planning/prioritizing Orienting Teach/show/tell how Checking/monitoring Giving feedback Asking/listening Reassuring Facilitating Collaborating Encourage feedback Appreciating Allowing/trusting Confirming Empowering Affirming Acknowledging Challenging 4–18 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Differences between the Four Leadership Styles
Style 2 from Style 1 More support, praise, and two-way conversation; more involvement in decision making and problem solving More explaining, instead of defining More clarifying, instead of telling More emphasis on why, instead of how and what 4–19 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Style 3 from Style 2 The individual takes lead in planning how; more self-direction. The leader listens to make sure the individual understands what needs to be done. The leader listens to make sure he or she understands the individual’s approach, so that assistance and resources can be provided if needed. The leader asks more than tells. The leader becomes more of a colleague or peer— engaging in joint problem solving and decision making. 4–19 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Style 4 from Style 3 The individual provides his or her own direction and support. There is less interaction between the leader and the individual. The individual has more autonomy to set goals, develop action plans, create opportunities to perform, and collect and share feedback on performance. The leader’s focus is less on day-to-day problem solving and more on the future. SL II Conversation Starters 4–19 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Decision Making Styles

Matching Leadership Style
Diagnose the situation Flexibly lead appropriate to the particular person, goal, time and place Match development level and leadership style Objectives: Match leadership style to development level Discuss over and under supervision Practice diagnosing and using the four leadership styles 5–1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Situation Leadership II ® Model

Oversupervison and Undersupervision
A leader has 3 choices: Match Over supervise Under supervise Workbook/Flip chart/video Match Mismatch 5–4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Style 1 for Development Level 1
D1 Needs S1 Behaviors Recognition of enthusiasm and transferable skills Clear goals and roles Standards for what a good job looks like Timelines Priorities Information on how data about per-formance will be collected and shared Action plans—specific direction about how, when, and with whom Boundaries and limits Information about the goal or task The unwritten rules on “how things work around here” A step-by-step process for learning new skills Hands-on-training– being shown and told how Concrete examples of how others accomplish the goal or task Opportunities to practice Frequent feedback on results Solutions to problems Acknowledges enthusiasm and transferable skills Defines goals, timelines, priorities Defines roles, limits, boundaries Takes lead in action planning and problem solving Organizes and shares information and resources Develops a plan for learning and practicing new skills Teaches and shows how Gives examples of what a good job would look like Checks and monitors learning frequently to give feedback 5–28 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

D2 Needs S2 Behaviors Clear goals Perspective Frequent feedback Praise for making progress Help in analyzing successes and failures; assurance that it is okay to make mistakes Explanations of why the goal or task is important and explanations of “how’s” Opportunities to discuss concerns and share feelings Involvement and influence in decision making and problem solving Encouragement Advice and additional next steps and alternatives Coaching to build and refine skills Involves individual in clarifying goals and action plans, but makes final decisions Listens to the individual’s concerns and ideas Provides perspective that progress is being made Involves individual in problem solving and decision making Helps individual analyze successes and failures and consider alternatives Gives advice and ideas; shares examples of others’ work Provides information, resources, and coaching to continue building and refining skills Explains why (about what and how) Encourages, provides frequent feedbacfk and praise to build competence 5–30 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

D3 Needs S3 Behaviors Encourages individual to take the lead in goal setting, action planning, and problem solving Asks questions, listens to concerns, and serves as a sounding board Facilitates self-reliant problem solving and evaluation Asks: How can I help? Shares expertise and collaborates when asked Provides support, reassurance, encouragement, and praise to acknowledge competenc3e and build commitment Reflects on past successes and skills to build confidence Suggests ways to make the goal more interesting or challenging if motivation is low Removes obstacles to goal accomplishment 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 Help in looking at experience and skills objectively, so confidence is built Praise and recognition for high levels of competence and performance Obstacles to goal accomplishment removed A kick-start to overcome procrastination 5–32 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

S4 Behaviors D4 Needs Expects the individual to take charge and keep others informed Expects the individual to take responsibility for goal setting, action planning, and decision making Trusts the individual’s judgment Expects the individual to evaluate own work and to continually innovate Encourages the individual to challenge self to even higher levels of performance Provides opportunities to share knowledge and skills, mentor and teach others Acknowledges, values, and rewards contributions Provides additional resources as requested Variety and challenge A leader who is more of a mentor and colleague than a manager Acknowledgment of contributions Autonomy and authority Trust Opportunities to share knowledge and skills with others 5–34 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The One Minute Apology Acknowledge the problem
Discuss with team member what their needs are for direction and support Agree on what behavior the team member can count on from you (the leader) Assign practicing leadership styles 5–34 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

SLII Skill Practice Objectives: Competence and commitment increases
Develop ability to diagnose Practice all four leadership styles Learn about regression Better communication Build the Model; Mind Map 6-1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Development Cycle 6–3 Bike story

The Six Steps for Developing Competence and Commitment
1. Tell the individual what to do. 2. Show him or her. 3. Let the person try. 4. Observe performance closely. 5. Praise progress or redirect. 6. Change your leadership style over time as competence and commitment change. 6–4 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

SLII Game: The Five Key Diagnosis Questions
1. What is the specific goal or task? 2. How strong or good are the individual’s demonstrated task knowledge and skills? 3. How strong or good are the individual’s transferable skills? 4. How motivated, interested, or enthusiastic is the individual? 5. How confident or self-assured is the individual? SL II Game; Leadership 6–5 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Four Steps for Managing Regression
1. Do your homework. Use Style 3 to explore what is going on. 2. If necessary, use Style 2 to renegotiate goals or redirect. 3. Spend more time observing and monitoring performance and giving feedback. 4. Describe the consequences of continued low performance, if necessary. 6–25 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Purpose of One on Ones
To provide a structure for opening up communication and monitoring performance. One on Ones are short, regularly scheduled meetings focused on the individual’s agenda. 6–26 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Guidelines for One on Ones
Short—15 to 30 minutes Frequent—at least once every two weeks Focused on what the individual wants to talk about Scheduled in advance A top priority—If a meeting is postponed, it needs to be rescheduled promptly end 6–26 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

Partnering for Performance
Reaching agreements with people about their development level and the leadership style needed to help them achieve individual and organization goals. 7–1 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Steps in Partnering for Performance
Prework Teach the SLII® Model. Identify overall business outcomes. The Steps in Partnering for Performance 1. Get agreement on goals. 2. Get agreement on diagnosis of development level. 7–2 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Steps in Partnering for Performance
3. Get agreement on leadership style (current and future). 4. Get agreement on leadership behaviors. 5. Decide how and how often you will stay in touch. Partnering for Performance Worksheet 7-15 7–2 © 2001 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # • V040201

The Branching Diagram End 7–4

Situational Leadership® II

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