NAME MEETING WITH MEETING DATE

OneOneon

CONVERSATIONS BEFORE THE MEETING

You will lead this One on One meeting and take the initiative to ask for the direction and support you need to accomplish assigned goals and tasks.

• Schedule the meeting.• Review progress on action steps from a previous One on One meeting.• Choose topics to discuss with your leader. • Assess your development level (your competence and commitment) for each goal or task.• Decide how you will ask for the direction and support you need. Write your notes in the appropriate boxes below.

1

DOER LISTENER

You want to talk so yourleader is more informed.

You want your leader to talkso you are more informed.

D4 High Competence●

High CommitmentD3 Moderate to High

Competence ●Variable Commitment

D2 Low to SomeCompetence ●

Low CommitmentD1 Low Competence

●High Commitment

• I’d like to tell you about …• Here’s a status report on …• I need more authority on this goal or

task.• This is what I’ll do on …• Here’s a new goal or project I’d like to

tackle …• I’d like your help in acknowledging

the success of the team on …

1. ______________________________

______________________________

2. ______________________________

______________________________

3. ______________________________

______________________________

I Need to ShareThis with You

●D4

Decides

• I’m concerned about … and need you to be a sounding board. Then I can decide what to do.

• What do you think of this idea? I’d like to discuss it with you before I go any further.

• I’m stuck and need some encouragement to move ahead.

• I’d like your vote of confidence on my idea to …

• Why do I want to do this?

1. ______________________________

______________________________

2. ______________________________

______________________________

3. ______________________________

______________________________

I Need Support and Encouragement

●Let’s talk,

D3 Decides

• I need more clarity on this goal.• I need perspective. Am I making

progress on …?• I need feedback about my work.• I’m concerned/confused about …• I’m overwhelmed by …• Who can help me? • Why am I doing this? Why is this

important?

1. ______________________________

______________________________

2. ______________________________

______________________________

3. ______________________________

______________________________

I Need Direction And Support

●Let’s talk,

Leader Decides

• What do you want me to work on? What are my goals?• What does a good job look like? • What do I need to know? • How do I start? • What are the next steps? • How will you stay in touch with me? • Who can help me? • What resources are available to help?

1. ______________________________

______________________________

2. ______________________________

______________________________

3. ______________________________

______________________________

I Need Direction/Information

●LeaderDecides

OneOneon

CONVERSATIONS

Guidelines1. Short-15 to 30

minutes.

2. Frequent – at least once every two weeks.

3. Focused on what the individual wants to talk about.

4. Scheduled in advance.

5. A top priority – if a meeting is postponed, it needs to be rescheduled promptly.

NEXT MEETING DATE

DURING THE MEETING AFTER THE MEETING

• Explain your goals for the meeting.• Ask for the direction and support you need for each goal or task.• Discuss and decide on actions to be taken by you and write them in

the space below.• Discuss and decide on actions to be taken by your leader and write

them in the space below.

• Follow up and monitor your progress.• Reprioritize your tasks and objectives as needed.• Write any ideas, insights, or intentions in the space below.• Write any agenda items for the next meeting in the space below.

2 3

NEXT STEPS BY YOU

NEXT STEPS BY YOUR LEADER

IDEAS, INSIGHTS, AND INTENTIONS

AGENDA ITEMS – NEXT ONE ON ONE

S4

S3 S2

S1

Situational Leadership IIDiagnosing Development Level

The Five Key Diagnosis Questions1. What is the specific goal or task?2. How strong or good are the

individual’s demonstrated task knowledge and skills? (Learning or Doing)

3. How strong or good are the individual’s transferable skills? (Learning or Doing)

4. How motivated, interested, and enthusiastic is the individual? (Attitude: + or -)

5. How confident or self-assured is the person? (Attitude: + or -)

Development Level Characteristics and DescriptorsD4

Self-ReliantAchiever

High Competence--- ● ---

High Commitment

• Recognized by others as an expert

• Consistently competent• Trusts own ability to work

independently; self-assured• Inspired; inspires others• Proactive; may be asked to

do too much

D3Capable, but Cautious

PerformerModerate to High Competence

--- ● ---Variable Commitment

• Is generally self-directed, but needs opportunities to test ideas with others

• Sometimes hesitant, unsure, tentative

• Not always confident; self-critical; may need help in looking at skills objectively

• May be bored with goal or task• Makes productive contributions

D2Disillusioned

LearnerLow to Some Competence

--- ● ---Low Commitment

• Has some knowledge and skills; not competent yet

• Frustrated; may be ready to quit

• Discouraged, overwhelmed, confused

• Developing and learning; needs reassurance that mistakes are part of the learning process

• Unreliable, inconsistent

D1Enthusiastic

BeginnerLow Competence

--- ● ---High Commitment

• New to the task or goal; inexperienced

• Eager to learn: willing to take new direction

• Enthusiastic, excited, optimistic• Don’t know what they don’t

know, so they may do the wrong thing

• Confidence based on hopes and transferable skills, not reality

Characteristics

Characteristics

Characteristics

Characteristics

Justifiably confidentConsistently

competentInspired/inspires

othersExpertAutonomousSelf-assuredAccomplishedSelf-assuredAccomplishedSelf-directed;

self-reliant

Self-criticalCautiousDoubtfulCapableContributingInsecureTentative/unsureBored/apathetic

OverwhelmedConfusedDemotivatedDemoralizedFrustratedDisillusionedDiscouragedFlashes of

Competence

HopefulInexperiencedCuriousNew/unskilledOptimisticExcitedEagerEnthusiastic

D4

D3 D2 D1

Situational Leadership IIDeveloping Flexibility

S3 – Supporting• Encourages the 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 competence 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.

S2 – Coaching• Involves the 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 the individual in problem solving and

decision making• Helps the 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 feedback, and

praise to build competence

S4 – Delegating• Expects the individual to take charge and

keep others informed• Expects the individual to take responsibility

for goal setting, action planning, and decision making; confirms plans

• Trusts the individual’s judgment• Expects the individual to evaluate own work

and to continually innovate• Encourages the individual to challenge

themselves 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 required

S1 – Directing• Acknowledges enthusiasm and transferable

skills• Defines goals, timelines and priorities• Defines roles, limits, and boundaries• Takes the lead in action planning and problem

solving• Organizes and shares information and other

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

LDHS

LDLS

HDLS

HDHS

List

enin

g ●

Faci

litat

ing

Sel

f-Rel

iant

Pro

blem

Sol

ving

● E

xpla

inin

g W

hy ●

Ask

ing

for I

nput

● P

rais

ing

● S

harin

g In

form

atio

n: S

elf a

nd O

rgan

izat

ion

Goal Setting ● Action Planning ● Showing How ● Establishing Timelines ● Clarifying Roles ● Evaluating Work ● Identifying PrioritiesLowHighDIRECTIVE BEHAVIOR

High

SU

PP

OR

TIV

E B

EH

AVIO

RAllowing/trustingReassuringFacilitating self-reliant problem solvingCollaboratingEncouraging feedbackAppreciating

Exploring/askingExplaining/clarifyingRedirectingSharing feedbackEncouragingPraising

Allowing/trustingConfirmingEmpoweringAffirmingAcknowledgingChallenging

DefiningPlanningOrientingTeaching/showing and telling howChecking/monitoringGiving feedback

D4 D3 D2 D1

DoingCan do goal or task

without direction

LearningCannot do goal or

task without direction

C o m m i t m e n t / A t t i t u d e

+ ‒ ‒ +

D4 D3 D2 D1