apply-situational-leadership

Apply Situational Leadership

Diagnose a direct report's development level on a specific task, then match your management style — directing, coaching, supporting, or delegating — to that level.

Why This Is Best Practice

Adopted by: Blanchard's Situational Leadership II model is licensed to 70%+ of Fortune 500 companies including IBM, Bank of America, Pfizer, and Lockheed Martin; the model is the foundation of manager training at the US Military's leadership development programs (Officer Candidate School, West Point's leadership curriculum); it has trained 15M+ managers globally across 50+ years of organizational application Impact: Blanchard Institute longitudinal studies (Organizations of Learning, 2018) show managers who apply matched leadership style see 17% lower turnover and 21% higher productivity compared to managers who apply a uniform style; the model directly explains the two most common and costly management failure modes: (1) over-directing high performers who then disengage and quit, and (2) under-supporting developing employees who fail tasks they were not yet ready for and lose confidence Why best: Trait-based leadership advice ("be more empathetic", "be decisive") provides no actionable guidance for a specific situation with a specific person on a specific task; the blanket "give people autonomy" advice fails catastrophically for D1 employees (enthusiastic beginners) who need structure; SLII gives a diagnostic framework that maps directly to a prescribed style per task per person, producing consistent outcomes rather than manager intuition

Sources: Blanchard & Hersey "Management of Organizational Behavior" (Pearson, 11th ed. 2012); Blanchard Companies "Leading at a Higher Level" (3rd ed. 2018); Harvard Business Review "How to Give a High Performer More to Do" (2012); US Army Leader Development Strategy (2013)

Steps

1. Define the task specifically

Situational Leadership applies per task, not to a person's overall performance. A senior engineer (D4 on backend architecture) may be an enthusiastic beginner (D1) when promoted to engineering manager for the first time.

State the task concretely: not "their job" but "design the database schema for the new billing module" or "lead the quarterly planning process."

2. Assess Development Level on two axes

Evaluate the direct report on THIS task only:

Axis 1: Competence (demonstrated ability)

• Does this person have the knowledge and skill to complete this task well?
• Based on past observed performance on similar tasks — not potential or years of experience

Axis 2: Commitment (motivation + confidence)

• Are they motivated to do this task?
• Do they have the confidence to succeed?
• Note: commitment can drop even as competence grows (common in D2)

3. Identify the Development Level

Level	Competence	Commitment	Profile
D1	Low	High	Enthusiastic beginner — new to task, excited, doesn't know what they don't know
D2	Some	Low	Disillusioned learner — competence growing but hit real difficulty; confidence and motivation drop
D3	Moderate–High	Variable	Capable but cautious — has the skills but lacks confidence or motivation to act without reassurance
D4	High	High	Self-reliant achiever — can execute independently and wants to

The most commonly misdiagnosed level is D3 — a manager interprets hesitation as lack of skill (D1 or D2 diagnosis) and over-directs, which signals distrust and causes the D3 employee to disengage.

4. Match the Leadership Style

Development Level	Leadership Style	What you do
D1	S1 — Directing	High direction, low relationship support. Tell: what to do, when, how, and with what resources. Provide close supervision. Check in frequently. The person is enthusiastic so relationship support is not yet needed — they need structure.
D2	S2 — Coaching	High direction + high relationship support. Explain why as well as what and how. Involve them in problem-solving and decisions. Encourage. The person is losing confidence so they need both structure to succeed and support to stay motivated.
D3	S3 — Supporting	Low direction, high relationship support. Ask instead of tell. Encourage autonomy. Provide emotional support and reassurance when they second-guess themselves. Let them lead the work, facilitate when stuck. They know how — they just need confidence.
D4	S4 — Delegating	Low direction, low relationship support. Define the outcome and deadline, then step back. Check in at agreed milestones. Intervene only when asked or when the deliverable is at risk. Providing unsolicited direction to a D4 employee signals distrust and causes disengagement.

5. Communicate the style shift explicitly

When you change your approach based on a development level assessment, say so. Unexplained style changes feel arbitrary and can be misread as approval or disapproval.

To a D4 employee: "You've handled this kind of project well before. I'm going to 
step back on this one — you run it and loop me in at the milestone checkpoints."

To a D1 employee: "This is new territory for both of us. I'm going to stay close 
on this one — let's check in daily for the first two weeks."

To a D3 employee: "I've seen you do this well. I'll stop giving you so much input — 
you make the calls, and flag me only when you're genuinely stuck."

6. Reassess as development evolves

Development is not static. The goal is to move the person from D1 → D4 over time by gradually withdrawing direction as competence grows and withdrawing support as confidence follows.

Common inflection points to watch for:

• D1→D2 transition: the person hits the "wall of competence" — the initial excitement fades and they realize the task is harder than they thought. The correct response is to increase both direction AND support (move to S2), not reduce either.
• D3→D4: the person starts performing consistently and initiating without prompting. Begin withdrawing the support (check-ins, reassurance) while giving them full ownership of the outcome.

Reassess quarterly for long-running responsibilities. Rapid skill growth on a focused task can move someone through all four levels in 90 days.

Rules

• Assess per task, not per person overall — the same individual can be D1 on one task and D4 on another
• Never apply a uniform style across all reports — this is the root cause of both micromanagement (D4 employees under S1) and abandonment (D1 employees under S4)
• Signal the style you're applying — unexplained behavior changes feel inconsistent and erode trust
• Move toward D4 as development progresses — staying at S1 or S2 after competence develops is the definition of micromanagement
• Don't skip levels — jumping from S1 to S4 without the intermediate coaching and supporting phases leaves the employee underprepared

Common Mistakes

• Diagnosing the person globally — "Sarah is a senior person, she should be D4" ignores that Sarah may be D1 on a completely new type of work. Development level is task-specific.
• Staying at S1 permanently — over-directing competent employees is the most common reason high performers leave. Once they can do it, get out of the way.
• Jumping to S4 too early — delegating full ownership to a D2 employee who lacks both skill and confidence produces failure, which damages confidence further and creates a D2 stuck in a downward spiral.
• Confusing D3's hesitation with D2's incompetence — D3 employees know how to do the work but hesitate to act independently. The prescription is support (S3), not more direction (S2). Misdiagnosis here is the most common error.
• Not updating the style as development progresses — managers set a style in week one and never revisit it, leaving D4 employees trapped under S1 management.

Examples

Example 1 — New graduate, first real project A junior engineer joins and is assigned to build a feature solo for the first time. High excitement, low skill. → D1. Apply S1: define the approach together, give daily check-ins, review all PRs with line-by-line feedback.

Example 2 — Mid-level engineer hitting complexity wall Same engineer three months in. Has learned the basics but is now stuck on a complex cross-service integration. Starts saying "I don't know if I can do this." → D2. Apply S2: pair on the hard parts, explain architectural reasoning, check in frequently, explicitly encourage.

Example 3 — Senior IC promoted to tech lead A D4 individual contributor becomes tech lead for the first time. Domain expertise is D4, but leading a team is D1. Apply S1 for the leadership tasks specifically while maintaining S4 for their technical work.

Example 4 — Senior PM who knows how but waits for permission A senior PM consistently produces excellent work but always asks for manager sign-off before acting. Competence is high, confidence is shaky. → D3. Apply S3: "You've got this — make the call and let me know what you decided."