Situational Leadership Development Training Course

Participants can assess an employee’s development level for a defined task using observable evidence.

• Separate task competence from confidence, motivation and transferable experience
• Use observation, work samples and dialogue to diagnose development level
• Calibrate D levels using evidence from quality, timeliness and independence
• Distinguish temporary commitment dips from sustained skill gaps
• Map development level separately for each material task
• Challenge manager bias when judging confidence or capability

Participants can provide clear direction for employees who need structure and early skill building.

• S1 Directing: define outcomes, methods, deadlines and control points
• Use demonstration and check-back to build initial task competence
• Structure briefings with purpose, standards, sequence and escalation routes
• Set task boundaries through authority, risk and decision-rights clarification
• Monitor early performance without replacing employee accountability
• Adjust directive behaviour when risk, urgency or experience changes

Participants can combine direction and encouragement when employees have uneven competence or commitment.

• S2 Coaching combines explicit direction with two-way problem solving
• GROW questions diagnose obstacles, options and commitment actions
• Balance instruction, explanation and encouragement during variable performance
• Give SBI feedback on behaviours, consequences and required corrections
• Handle resistance through inquiry, acknowledgement and agreed next steps
• Schedule review points that test learning rather than mere activity

Participants can increase employee ownership while maintaining appropriate encouragement and involvement.

• S3 Supporting shifts ownership while maintaining encouragement and involvement
• Facilitate decisions using questions, listening and shared problem definition
• Recognise capable but hesitant performers needing confidence restoration
• Use delegation conversations to clarify ownership without withdrawing support
• Address confidence loss after errors, change or conflicting priorities
• Create psychological safety while retaining performance standards and deadlines

Participants can delegate mature tasks while retaining appropriate oversight of risk and results.

• S4 Delegating transfers task ownership, authority and accountability appropriately
• Define decision rights with RACI roles and escalation thresholds
• Agree outcomes, measures, reporting cadence and acceptable risk limits
• Avoid reverse delegation when experienced staff encounter routine setbacks
• Maintain oversight through exception reporting rather than frequent intervention
• Recontract delegated work when task scope or capability changes

Participants can differentiate leadership support across individuals while maintaining fair team expectations.

• Match leadership style to individuals when team members share one task
• Plan differentiated support without creating perceptions of unfair treatment
• Coordinate mixed-experience teams through clear interfaces and peer learning
• Diagnose development needs during remote, hybrid and field-based supervision
• Adapt communication channels to urgency, complexity and employee autonomy
• Use team meetings without substituting for individual leadership conversations

Participants can reassess leadership needs when tasks, roles, systems or priorities change.

• Contract leadership expectations during restructures, technology changes and new priorities
• Reassess development levels when roles, systems or work volumes shift
• Lead experienced employees through unfamiliar tasks without status threat
• Respond to performance decline using facts, support and accountability
• Manage cross-cultural expectations about direction, voice and authority
• Document agreed support and review dates after change conversations

Participants can distinguish leadership development needs from issues requiring formal performance action.

• Separate development needs from conduct, capacity and resource constraints
• Use performance evidence before selecting coaching, support or formal action
• Conduct corrective conversations with SBI, questions and explicit commitments
• Escalate persistent issues through documented expectations and organisational procedures
• Protect dignity while addressing missed standards and repeated errors
• Recognise when situational leadership cannot replace specialist intervention

Participants can create a focused plan for applying situational leadership to current management responsibilities.

• Select two live leadership situations requiring different leadership style responses
• Complete task-by-person diagnosis using competence and commitment evidence
• Draft leadership conversation plans with outcomes, questions and review points
• Set behavioural indicators for Directing, Coaching, Supporting and Delegating
• Obtain stakeholder feedback on planned changes to leadership approach
• Build a 30-day implementation plan with observation and reflection