SLII IFC key terms

A leadership model holding that there is no single best leadership style; effective leaders match the amount of direction and support they give to the competence and commitment a person shows on a specific task.

The SLII® principle that development level and leadership style are assessed for one goal or task at a time, not for a person overall, so the same individual may need different styles across different responsibilities.

The behaviors a leader uses to structure work: setting goals, clarifying roles, showing how tasks are done, setting timelines, and monitoring results. It is one of the two behavior dimensions SLII® combines into styles.

The behaviors a leader uses to build relationships and encourage people: listening, asking for input, acknowledging contributions, sharing information, and facilitating problem solving. It is the second behavior dimension SLII® combines into styles.

In SLII®, the pattern of directive and supportive behavior a leader uses with a person on a task. Four styles result from combining high and low amounts of each behavior.

A high-directive, low-supportive style in which the leader defines tasks, tells the person what, how, and when to do them, and closely monitors progress. It fits people who are new to a task and need structure.

A high-directive, high-supportive style in which the leader still provides direction and structure but also explains decisions, invites input, and encourages the person. It suits someone with some competence but wavering commitment.

A low-directive, high-supportive style in which the leader shares decision-making, listens, facilitates, and encourages while letting the person handle day-to-day direction. It fits capable people whose commitment fluctuates.

A low-directive, low-supportive style in which the leader turns responsibility for decisions and execution over to a person who is both competent and committed, staying available without hovering.

In SLII®, the combination of competence and commitment a person demonstrates on a specific task. It is assessed by the leader and determines which leadership style is likely to fit.

The knowledge, demonstrated skill, and transferable experience a person has for a task. It is one of the two variables SLII® uses to determine development level and grows with practice and instruction.

A person's motivation and confidence regarding a task, shown through interest, enthusiasm, and willingness to take responsibility. It is the second variable SLII® uses to determine development level.

A development level in which a person is new to a task, has low competence but high commitment, and typically shows eagerness and optimism. The leader responds with a directing style.

A development level in which a person has developed some competence but low or variable commitment, often feeling frustrated or overwhelmed as initial enthusiasm fades. The leader responds with a coaching style.

A development level in which a person has moderate to high competence but commitment that fluctuates, sometimes showing hesitation or self-doubt. The leader responds with a supporting style.

A development level in which a person is highly competent and highly committed on a task, working independently and with confidence. The leader responds with a delegating style.

The SLII® practice of pairing a leadership style with the development level a person shows on a task. The model pairs S1 with D1, S2 with D2, S3 with D3, and S4 with D4.

The leader's judgment of a person's competence and commitment on a specific task before choosing a style. It requires observation and conversation rather than assumptions based on past performance.

A leader's ability to move among the four SLII® styles as a person's development level changes. It is one of the three core skills of a situational leader.

The SLII® skill of building a collaborative agreement with each person about goals, development level, and the leadership style that will be used, so direction and support are negotiated rather than imposed.

Regular, focused discussions between leader and team member used to review goals, confirm development level, agree on the style to use, and adjust as competence or commitment changes.

The SLII® practice of defining clear, specific, and measurable goals with each person so that development level can be assessed and leadership style matched on a task-by-task basis.

A goal criterion requiring goals to be specific, measurable, attainable, relevant, and time-bound. Clear goals make it possible to judge competence and commitment accurately in SLII® conversations.

A move back to a lower development level on a task, often triggered by a new assignment, changed conditions, or lost confidence. Leaders respond by increasing direction or support as needed.

Assigning responsibility and authority for a task to a person who has the competence and commitment to handle it, with the leader remaining accountable for outcomes without taking the work back.

Giving people the authority, information, and confidence to make decisions and act on their own. In SLII® it grows as development level rises and is reinforced by supporting and delegating styles.

Applying more direction than a person's development level requires, such as closely directing a capable performer. It can erode confidence, reduce ownership, and signal distrust.

Providing less direction or support than a person's development level calls for, such as delegating to someone who is still learning. It often leaves people confused, discouraged, or set up to fail.

An earlier term for the combination of ability and willingness a person shows on a task, now usually expressed in SLII® as development level built from competence and commitment.

A historical label for a person's task-relevant ability and willingness; in current SLII® language the equivalent concept is development level, assessed through competence and commitment.

A leader who diagnoses each person's development level on each task and adapts directive and supportive behavior accordingly, using diagnosis, flexibility, and partnering as core skills.

The knowledge, skill, and experience a person brings to a particular task, as opposed to general talent or seniority. It is the ability portion of what SLII® now calls competence.

A person's motivation and confidence to perform a particular task. It is the willingness portion of what SLII® now calls commitment, and it can rise or fall as experience accumulates.

The guidance a leader gives about what to do, how to do it, and by when. In SLII® it is the practical expression of directive behavior and is highest in the directing and coaching styles.

The encouragement, listening, and recognition a leader provides to sustain motivation and confidence. It is the practical expression of supportive behavior and is highest in the coaching and supporting styles.

Deliberately shifting the mix of directive and supportive behavior in response to a change in a person's competence or commitment, rather than leading everyone the same way.

A change in a person's competence or commitment on a task, whether upward as skills grow or downward after setbacks, that calls for a corresponding change in leadership style.